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TASK-BASED INSTRUCTIONAL READING MATERIALS

FOR SMK YPKK 3 SLEMAN

A THESIS

Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ratri Wahyuningtyas

Student Number: 03 1214 002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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“There is a time for everything, because for everything there

is a season. A time to be born and a time to die, a time to

weep and a time to laugh, a time to mourn and a time to

dance, a time to seek and a time to lose. He has made

everything beautiful in its time; also He has put eternity into

man’s mind.”

Ecclesiates 3: 1-11

I am nothing. He is all.

I do nothing of my own. He does it.

I am God’s pencil.

A tiny bit of pencil with which He writes what He likes.

God writes through us, and however imperfect instruments we may be,

He writes beautifully.

- Mother Teresa -

I dedicate this thesis to

Jesus Christ and Mother Mary

my beloved mother, father and brother,

my relatives,

and my lovely friends who always love and support me.

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This is for you all.


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ACKNOWLEDGEMENTS

Finally, I had done this thesis. I could not have done this all without God’s

blessing and supports from others. I would like to express my deepest and greatest

gratitude to Jesus Christ and Mother Mary for blessing and guiding me.

I am greatly indebted to Made Frida Yulia, S.Pd., M.Pd., my major

sponsor, for her guidance, patience, and kindness. I thank her for her advice,

corrections, and time to read my thesis thoroughly. My great thank goes to

Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and

correct it. I also thank her for giving me opportunity to improve my teaching skill.

I would like to express my gratitude to Drs. Pius Nurwidasa P, M.Ed.,

Henny Herawati, S.Pd, M.Hum., and Caecilia Tutyandari, S.Pd., M.Pd., for

their time to evaluate the materials. My deepest thanks are addressed to all of the

English Language Education Study Program lecturers. I would like to express

thanks to Mbak Dhanniek, Mbak Tari, and all of the librarians for all of their

assistance during my study.

I deliver my best thanks to the English teachers of SMK YPKK 3 Sleman,

Kitik Supadmi, S.Pd. and Siti Nurhayati, S.Ag., for their helps and valuable

feedback. I also thank all of the second grade students of SMK YPKK 3 Sleman

for their willingness to help me conduct my research.

My greatest gratitude goes to my beloved parents, Bapak Suharto and Ibu

E. Sutriningsih, S.H. I thank them for their love, care, patience, support, and

never ending prayer for me. They are my inspiration to be a better person and my

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motivation to finish my thesis. I thank my only one brother, Bayu, for supporting

me in his own way. I would like to express thanks to my relatives, for their

support and prayer, especially Maguwo Crew: Om Sayid, Bulik Tanti, Dyas,

Bas, Hap, and Tyas. They really helped me a lot especially when I felt bored with

all the things I did.

My sincere appreciation goes to the big family of SMP Maria Immaculata

Yogyakarta, especially Suster Ancilla, Bu Ratmi, Bu Ning, Pak Adi, and Bu

Novi, for giving me a chance to learn how to be a real teacher.

My gratitude goes to my “journey” friends: Ichie, Ella, Maya, Nora, Nia,

and Eko’Kdx’. They show me the true meaning of friendship. I would like to

thank the old generation of ‘Mudika Yora’, for the great experiences, especially

Mbak Santi. All that we have done together really inspires me to be a tough and

independent person. I express my gratitude to all PBI-03: Lintang, Nila, Arum,

Anas, Yusta, Netty, and Qyer. I also thank Mbak Ayu ’02 and Mas Gede Agus

for sharing valuable knowledge. I deliver my very best thanks to BEEs: Nita,

Titien, Monchie, Ayoe, Layung, and Emil. I thank them for all the hard work,

spirit, optimism, laughter, and dreams we shared together. BEE Happy!

My sincere gratitude goes to Gabriel Adi W., for his understanding, care,

and support. I thank him very much for being there for me and helping me

sincerely.

God bless them all.

Ratri Wahyuningtyas

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TABLE OF CONTENTS

TITLE PAGE ....................................................................................... i

APPROVAL PAGES ........................................................................... ii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................ vi

ACKNOWLEDGEMENTS ................................................................. vii

TABLE OF CONTENTS ..................................................................... ix

LIST OF TABLES ............................................................................... xii

LIST OF FIGURES ............................................................................. xiii

LIST OF APPENDICES ...................................................................... xiv

ABSTRACT .......................................................................................... xv

ABSTRAK .............................................................................................. xvi

CHAPTER I. INTRODUCTION

A. Background of the Study........................................................... 1

B. Problem Formulation................................................................. 4

C. Problem Limitation.................................................................... 5

D. Objectives of the Study ............................................................. 5

E. Benefits of the Study ................................................................ 6

F. Definition of Terms................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ............................................................ 9

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1. Instructional Design Models ................................................ 9

a. The Nature of Kemp’s Model ........................................... 9

b. The Nature of Taba’s Model ............................................ 14

2. Reading ................................................................................ 16

a. The Nature of Reading ...................................................... 16

b. Principles for Teaching Reading....................................... 17

c. Models of Reading Process ............................................... 19

d. Access to Content.............................................................. 20

3. Task-Based Learning ........................................................... 21

a. The Framework of Task-Based Learning.......................... 21

b. Principles of Task-Based Learning ................................... 23

B. Theoretical Framework ............................................................. 24

CHAPTER III. METHODOLOGY

A. Method ...................................................................................... 30

B. Participants of the Study............................................................ 32

C. Research Instruments ................................................................ 33

D. Data Gathering Techniques....................................................... 35

E. Data Analysis Techniques ......................................................... 36

F. Research Procedure.................................................................... 38

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. The Steps in Designing Instructional Reading Materials

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for SMK YPKK 3 Sleman........................................................ 40

1. Conducting Needs Survey..................................................... 40

2. Specifying Goals, Topics, and General Purposes ................. 41

3. Formulating Objectives......................................................... 41

4. Selecting and Organizing Contents....................................... 41

5. Selecting Teaching Learning Activities and Resources........ 42

6. Designing Materials .............................................................. 44

7. Evaluating Materials ............................................................. 44

8. Revising Materials ................................................................ 44

B. The Results of the Surveys........................................................ 45

1. The Results of the Needs Analysis ....................................... 45

a. The Results of the Questionnaire .................................... 45

b. The Results of the Interview ........................................... 49

2. The Results of Materials Evaluation..................................... 52

C. The Presentation of the Final Design ........................................ 54

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................................ 58

B. Suggestions ................................................................................ 61

REFERENCES .................................................................................... 63

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LIST OF TABLES

Table Page

3.1 Participants of the Survey Study ...................................................... 33

4.1 Goals, Topics, and General Purposes ............................................... 42

4.2 Objectives of the Course .................................................................. 43

4.3 Results of Post-design Survey .......................................................... 52

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ................................................. 13

2.2 Components of the Willis’ Task-Based Learning Framework ......... 22

2.3 The Writer’s Instructional Design Model ......................................... 29

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LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian .................................... 65

Appendix B: Surat Keterangan .............................................................. 68

Appendix C: The Questionnaire for Students ........................................ 70

Appendix D: Interview Checklist .......................................................... 74

Appendix E: General Description .......................................................... 76

Appendix F: The Questionnaire for Teachers and Lecturers.................. 80

Appendix G: The Results of Needs Survey ........................................... 85

Appendix H: Syllabus ............................................................................ 88

Appendix I: Silabus ................................................................................ 96

Appendix J: The Designed Materials ..................................................... 106

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ABSTRACT

Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

To master English, students have to learn four skills, namely listening, speaking, reading, and writing. Among those skills, reading is the key to success in learning anything, including English. The students’ reading ability contributes a lot to their English mastery. There is a need for the eleventh grade students of SMK YPKK 3 Sleman to enhance their reading ability since it will really help them to master English. Moreover, the problem comes from the insufficient reading materials. To respond to the problem, a study which was intended to design Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman was conducted.

The study discussed two problems. Those problems are (1) How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed? (2) What do Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To answer those two questions, the writer employed Research and Development Method (R & D), which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. To obtain the data needed, the writer conducted two kinds of surveys, namely pre-design survey and post-design survey. In the pre-design survey, the writer used questionnaire and interview checklist as the instruments. Moreover, in the post-design survey the instrument used was questionnaire.

To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Taba’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. To answer the second question, the writer presented Task-Based instructional design materials for the students of SMK YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four sections, namely warming-up, let’s read, language focus, and what have you learnt today?

The materials evaluation results showed that the mean ranged from 3.8 to 4.6. It shows that the designed materials are suitable and acceptable to be used for the students of SMK YPKK 3 Sleman. Finally, it is hoped that the materials will be beneficial for both students and English teachers of SMK YPKK 3 Sleman to enhance the students’ reading ability.

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ABSTRAK

Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman.

Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut, penulis mengimplementasikan Research and Development (R & D) Method. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai instrumen pada pre-design dan post design survei, sedangkan interview checklist digunakan pada post-design survei.

Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7) mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu warming-up, let’s read, language focus, and what have you learnt today?

Dari hasil evaluasi rancangan materi didapatkan nilai rata-rata yang berkisar antara 3,8 – 4,6. Hal itu menunjukkan bahwa rancangan materi pembelajaran tersebut bisa diterima serta digunakan bagi siswa SMK YPKK 3 Sleman.

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Akhir kata, materi pembelajaran ini diharapkan dapat bermanfaat bagi siswa dan guru Bahasa Inggris SMK YPKK 3 Sleman untuk meningkatkan kemampuan membaca siswa.

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CHAPTER I

INTRODUCTION

This chapter consists of six parts. The first part is the background of the

study, which reveals the writer’s reason for conducting the study. The second part

is the problem formulation, which conveys the problem that will be discussed in

the study. The third part is the problem limitation. This part gives a clear border of

the study being discussed. The fourth part is the objectives of the study, which

shows the aims of the study. The fifth part is benefits of the study, which reveals

the advantages of the study that other researchers may gain through reading the

study. The last part is the definition of terms that clarifies the terms used in the

study.

A. Background of the Study

It is no doubt that English becomes an important language. English is used

in many aspects of life such as in business, trade, and also communication.

Nowadays English is taught in all levels of education. It is hoped that through

acquainting the students with English since they are young, they will be more

familiar with English and they can learn English easily later on.

There are four skills that the students have to learn in order to master

English, i.e. listening, speaking, reading, and writing. In terms of the direction,

those skills can be described as productive (speaking and writing) and receptive

(reading and listening). Productive refers to language generated by the learner,

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while receptive refers to language directed at the learner (Anderson, as cited in

Nunan, 2003: 48).

Brown (2004: 185) stated that the essential skill for success in all

educational context is reading. It can be concluded that among those four skills,

reading is the key to learning any kinds of subjects or languages including

English. The students’ reading ability contributes a lot to their English mastery. If

they can grasp the point of an English passage, they are able to continue their

lesson without difficulties. The problem is that not all senior high school students

have adequate reading ability to support their English mastery. It really happened

in one of the private vocational high schools in Yogyakarta, namely SMK YPKK

3 Sleman. When the writer taught reading there, students found difficulties in

understanding the passage given. The writer realized that it was a serious problem

because in National Examination, which is usually taken by the twelfth grade

students, the students are required to master reading in order to pass. Based on

that reason, the writer intends to increase the students’ reading ability through

designing a set of instructional reading materials.

This design is aimed to enhance the students’ reading ability since it is really

important to support their English mastery and later on they will be ready to face

National Examination. Through the study, it is hoped that they will have a general

view of the types of the text that commonly appear in National Examination. If

they are familiar with those texts, hopefully they will be able to gain good scores

in their National Examination. It can also be used to measure the students’ ability

in understanding the given passages since the materials are completed with a lot


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of tasks. The students will also be given tasks of basic reading strategies, such as

to find the main idea, specific information, and also other strategies that can be

used in reading so that they may increase their reading ability.

Designing the materials is the writer’s further action for the eleventh grade

(XI) students of SMK YPKK 3 Sleman. Since the materials try to introduce kinds

of National Examination readings, the eleventh grade is considered the most

appropriate level. The reason is that the students in this level have more time to

prepare themselves for National Examination rather than the twelfth grade

students. Preparation is very important since National Examination is to measure

whether they master what have they learnt during their three-year study or not.

Their scores decide whether they pass the National Examination or not. If the

students are well prepared, they will gain good scores.

There are several methods that can be used in learning English. In the study,

Task-Based Learning is used. There are two main reasons why Task-Based

Learning is used in the study. The first reason comes from the writer’s idea that

Task-Based Learning will be beneficial for the students since it will not only

increase their academic achievement but also their social skill. The second reason

is based on the results of preliminary study conducted by the writer. The results

showed that most of the respondents chose Task-Based Learning as the method in

learning English. Task-Based Learning focuses on the tasks completion to achieve

the goals of the course. If they are able to complete the tasks given, they

understand the materials.


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The advantages of the method will give better results in the students’

preparation. First, it will increase their social skill. When completing tasks,

students gain opportunities to interact with their friends unconsciously. They build

a good relationship with their friends and help each other to complete tasks.

Second, it will increase their academic aspect by doing tasks given. By doing

tasks individually, they measure their own understanding of the materials.

Our education nowadays requires students to master knowledge and also

skills which are applicable and beneficial for their future life. Dealing with that,

government allows schools to design their own curriculum, called School-Based

Curriculum (SBC). As also stated by Board of National Education Standard

(Badan Standar Nasional Pendidikan, 2006: 5), SBC is an operational curriculum

that is arranged and done in each level of education. SBC gives more opportunity

for each school to develop their curriculum based on their potency, necessity,

needs of the students, and also environment. In the study, the materials are

designed in line with the SBC used in SMK YPKK 3 Sleman.

B. Problem Formulation

The study intends to answer the following questions:

1. How are Task-Based instructional reading materials for the eleventh grade

students of SMK YPKK 3 Sleman designed?

2. What do Task-Based instructional reading materials for the eleventh grade

students of SMK YPKK 3 Sleman look like?


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C. Problem Limitation

There are some limitations in this study. First, the study was about

developing materials. The main concern of the study was not to implement or

evaluate materials, but it focused on developing materials that facilitated the

teaching-learning processes. Second, the study developed materials for reading.

The writer focused on providing reading materials as a means to increase the

students’ reading ability. Third, the study employed Task-Based Learning in

designing the materials. Based on the preliminary study, Task-Based Learning

was chosen as the method in learning reading. The aim of the method was to

increase the students’ ability in English through completing the tasks given. In

this study, it was hoped that by completing the tasks given the students would

gain improvement in their reading skill and also social skill.

Fourth, the study was designed for the eleventh grade students of SMK

YPKK 3 Sleman. The reason for choosing the eleventh grade students was that

they have more time to prepare for National Examination. Fifth, the study was

conducted in SMK YPKK 3 Sleman. It was chosen as the setting of the study

because the students there needed more opportunities and facilities to learn

English especially reading.

D. Objectives of the Study

Based on the problem formulation mentioned above, the objectives of the

study are as follows.


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1. To find out how Task-Based instructional reading materials for the eleventh

grade students of SMK YPKK 3 Sleman are designed.

2. To present Task-Based instructional reading materials for the eleventh grade

students of SMK YPKK 3 Sleman.

E. Benefits of the Study

The study is expected to give positive contribution to English Language

Teaching, especially the English teachers, the students, and other researchers.

The study is expected to encourage Senior High School English teachers to

use appropriate method to enhance students’ ability in reading so that the students

may have deeper understanding of the passage. It is expected that the study may

give more references of teaching-learning method that can be applied in class for

the English teachers. It is also hoped that the Senior High School English teachers

may broaden their knowledge about English language teaching through the study.

The study is also expected to give contribution especially to the students of

SMK YPKK 3 Sleman and hopefully to other vocational high school students.

Through the study, the students may increase their reading ability so that they can

prepare themselves to face National Examination. Through the study, they can

increase their social skill by having more time to interact with their friends while

doing the tasks.

The writer hopes that the study may also be beneficial for other researchers

conducting study on similar topic. The study can be used as a reference for them


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in conducting their research. Through the study, other researchers may gain

beneficial information that can be used to support their research.

F. Definition of Terms

To avoid misconception related to the topic of the study, the writer provides

the definition of some terms used in the study. They are:

1. Instructional Materials

According to Gagne and Briggs (1979: 3), “instruction is a set of events

which affect learners in such a way that learning is facilitated.” Gagne and Briggs

(1979: 35) also state that “the purpose of instruction is to promote learning, and

many agents (teachers, learners, materials, media) can be employed to accomplish

the events of instruction.” In this study, instructional materials are the materials

used by the teacher in teaching learning process, which put emphasis on students’

team work to achieve the goals of the course.

2. Reading

Anderson (as cited in Nunan, 2003: 68) states that “reading is a fluent

process of readers combining information from a text and their own background

knowledge to build meaning.” Reading is an activity in which the readers use their

background knowledge in order to understand the passage. In this study, reading

is a process of understanding the certain passage that involves readers’

background knowledge to gain the meaning of the passage.


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3. Task-Based

Task-Based is a method of language teaching which emphasizes the task

completion to achieve the goal, as defined by Larsen-Freeman (2000: 144) as

follows:

A task-based approach aims to provide learners with a natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning. By so doing, they have to check to see if they have comprehended correctly and, at times, they have to seek clarification.

In this study, Task-Based is a method in which learners complete tasks in order to

achieve the goals of the course and to measure their understanding about the

materials given.

4. SMK

SMK, in English called vocational high school, stands for Sekolah

Menengah Kejuruan. In SMK, the students learn business and management,

mechanical engineering, electrical engineering, hotel and tourism, marketing, and

business administration. The length of the study in SMK is three years, which is

divided into three grades. Those are tenth, eleventh, and twelfth grades. In this

study, SMK that becomes the target of the study is SMK YPKK 3 Sleman, in

which the students learn business and management. The focus of the study is the

eleventh grade students of SMK YPKK 3 Sleman for whom the materials are

designed.


CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer will discuss two main points, namely theoretical

description and theoretical framework. Theoretical description consists of

discussion about instructional design models, reading, and Task-Based Learning.

Moreover, in theoretical framework the writer relates the theories with the study.

A. Theoretical Description

1. Instructional Design Models

In the study, there are two instructional design models that will be used,

namely Kemp’s model and Taba’s model.

a. The Nature of Kemp’s Model

Kemp’s model consists of several important steps. Those are:

1) Defining Goals, Topics, and General Purposes

Goals derive from three sources: society, students, and subject areas. After

establishing the goals, the planner should list the major topics related to the

content area. In order to signify what the teacher wants to accomplish in the topic,

the teacher uses initial expressions. Those expressions usually express the

planner’s own aims for the topic or unit. According to Kemp (1977: 16), the

planner clarifies the statements of purpose with the teacher and also helps the

teacher to translate them into details. Then, from the details the teacher can plan

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learning experiences. Furthermore, the teacher can also derive objectives from

general purposes.

2) Finding out Learner Characteristics

Knowing the learners characteristic is very important so that the teacher can

help them to learn in their own pace. There are two factors that should be

considered in finding out the learners characteristics; those are academic and

social factors. Academic factors include academic background, level of

intelligence, number of students, reading level, study habit, grade-point average,

scores on standardized achievement and aptitude tests, ability to work alone,

motivation for studying the subject, background in the subject or topic,

expectations of the course, and vocational and cultural aspirations. Social factors

include age, maturity, attention span, special talents, physical and emotional

handicaps, relations among students, and socioeconomic situation. Other factors,

such as learning conditions and learning styles, should be taken into account in

designing process. According to Kemp (1977: 19), learning conditions refer to

“groups of factors that can affect a person’s ability to concentrate, absorb, and

retain information.”

3) Specifiying Learning Objectives

Kemp (1977: 24) states that learning objectives can be categorized into three

categories; those are cognitive, psychomotor, and affective. However, cognitive

domain is mostly used in educational program. Cognitive domain includes

objectives concerning knowledge, comprehension, application, analysis,

synthesis, and evaluation. In planning process, the planner should consider the


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action verb that will be used in specifying the learning objectives because each

verb relates to certain level of objectives.

4) Organizing Subject Content

According to Kemp (1977: 44), subject content is “the selection and

organizing of the specific knowledge (facts and information), skills (step-by-step

procedures, conditions, and requirements), and attitudinal factors of any topics.”

Subject content must be related to the objectives and the learners’ needs. Subject

contents support the objectives. In other words, the objectives are what should be

attained by the subject content. Instead of using textbook, the planner should

consider other learning sources, such as articles, phamplets, films, or their own

experiences as other sources of subject content.

5) Developing Pre-assessment

After specifying the objectives and the subject content, it is time for the

planner to check whether the students are ready to study the topic and whether

they have already mastered some of the stated objectives (Kemp, 1977: 50). To

answer those two questions, a test is needed. There are two kinds of tests, namely

prerequisite testing and pretesting. Prerequisite testing aims to gain information

whether the students have appropriate preparation for the topic. The results of

prerequisite testing will let the teacher know who are ready to learn the topic, who

needs the remedial or even who are not ready yet and should start from the

beginner level.

Pretesting is usually used to find out the objectives that have already been

achieved by the students. “It may be proper to select or adapt for the pretest,


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questions and problems from the evaluation instruments you are developing in the

plan” (Kemp, 1977: 51).

6) Planning the Teaching/Learning Activities and Resources

The planner should determine the most effective and efficient methods and

then select the materials. There are several commonly used methods, namely

presentation, individual learning, and teacher-students interaction. The planner

should also select the media to support teaching-learning activity. According to

Kemp (1977: 74), there are three reasons why selecting media is complicated.

First, there are many audiovisual resources from which to choose. Second, there

are no clearcut guidelines for making a selection. Third, few educators have had

broad enough experiences with the resources available to have a sound basis for

selecting an appropriate medium or combination of media for communicating

content or providing students experiences, in terms of an objective within the

chosen teaching/learning pattern.

7) Organizing Support Services

Support services include fund/budget, facilities, equipment, time, and

schedule. The planner should organize support services carefully. Budget or funds

can be divided into two sections. Those are budget during development, which

covers all budget that the planner needed during the preparation of the program,

and budget during implementation which covers all budgets needed when the

planner implements the program.


13

Revise

Goals, Topics, and General

Purposes

Learning Objectives

Evaluation Learners Characteristics

Support Services

Teaching/Learning

Activities and Resources

Subject Content

8) Evaluating Students’ Achievement

In order to measure students’ achievement, the teacher should determine

standards of achievement. The measurement can be in the form of evaluation.

There are two kinds of evaluation, namely formative and summative evaluation.

Formative evaluation takes place during development and tryouts, while

summative evaluation takes place at the end of the course. Evaluation also refers

to the evaluation of the program. It aims to know how well the program serves the

objectives. According to Kemp (1977: 98), there are several ways to evaluate the

developed program, namely (1) test results, (2) reactions from students, (3)

observations of students at work, and (4) suggestions from colleagues. The stages

of Kemp’s model are presented in Figure 2.1.

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)


14

b. The Nature of Taba’s Model

Taba’s model consists of eight steps. Those are:

1) Diagnosing Needs

Taba (1962: 347) states that “the diagnosis which precedes the planning of a

unit is a fairly general analysis of problems, conditions, and difficulties.” The

results will give influence in deciding contents, emphasis, and objectives for

learning experiences. Through diagnosing needs, the planner may gain

information about the students’ problems in learning so that s/he will be able to

solve them.

2) Formulating Specific Objectives

The results of diagnosis needs will provide information about which

objectives or aspects need more attention. According to Taba (1962: 350),

objectives should include several important points. Those are (1) concepts or ideas

to be learned, (2) attitudes, sensitivities, and feelings to be developed, (3) ways of

thinking to be reinforced, strengthened, or initiated, and (4) habits and skills to be

mastered. Moreover, specific objectives can be translated from the general

objectives of the school.

3) Selecting Content

The next step of Taba’s model is to select content. Taba (1962: 352) states

that “both the analysis of needs and the statement of objectives have provided a

preliminary guide for suggesting the lines of emphasis.” Furthermore, selecting

content consists of three steps. Those steps are selecting topics, selecting basic

idea, and selecting specific content.


15

4) Organizing Content

After selecting the content, the planner needs to arrange it in sequential

order starting from the easy one. The planner should pay attention to the

arrangement of the topics, ideas, and content samples so that there is a clear

movement from the known to unknown and from the easy one to the difficult one.

The arrangement of the content should facilitate learners to achieve the objectives.

5) Selecting Learning Experiences

According to Taba (1962: 362), objectives should be implemented through

appropriate learning activities. Those activities should help students to develop

and practice all that they are supposed to learn. In selecting the learning

experiences for each idea and its content sample, the planner should consider that

each should serve some definite function. Taba (1962: 364) also adds that “to

translate the criteria for effective learning experiences into an actual program, it is

important, first, to visualize what students need to do or experince in order to

acquire certain behavioral competencies and what the order of these experiences

should be.”

6) Organizing Learning Experiences

The sequence of learning experiences consists of three main stages, namely

introductory, opening up, and orientation. Selected learning experiences should be

arranged to avoid difficulties for the learners in learning the materials. Moreover,

there is a rhythm of learning activities to obey in organizing learning experiences.


16

7) Evaluating

Taba (1962: 377) states that “evaluation consists of determining the

objectives, the diagnosis, or the establishment of baselines for learning and

appraising progress and changes.” Evaluation can be used to check the learners’

understanding. Furthermore, evaluation will be a continuous diagnosis if it is

accompanied by comparison or results.

8) Checking for Balance and Sequence

Checking the overall consistency of the materials is needed in order to avoid

out of the track materials. There is a need to check the contents organization, time

allocation, and also the sequence of the ideas and contents. By doing so, the

planner may know whether the materials match the objectives stated before or not.

2. Reading

a. The Nature of Reading

Reading is regarded as receptive skill, where the readers receive information

from the text given. Readers do not produce something like what is required in

speaking or writing. Meanwhile, reading is a process to understand what is being

read.

According to Anderson as cited by Nunan (2003: 68), “reading is a fluent

process of readers combining information from a text and their own background

knowledge to build meaning.” The readers are required to combine the

information from the text and the knowledge that they have already had to find

out what actually the author wants to convey.


17

b. Principles for Teaching Reading

Anderson (as cited in Nunan, 2003: 74-78) also states that there are eight

principles of teaching reading. Those are:

1) Exploit the Reader’s Background Knowledge

Background knowledge includes experiences that bring readers to the text,

such as life experience and educational experience. Background knowledge gives

big influence in leading readers to the text and improving readers’ reading

comprehension. To enhance readers’ reading comprehension, the teacher has to

activate their background knowledge by setting goals, asking questions, making

prediction, and teaching text structure.

2) Build a Strong Vocabulary Base

Vocabulary is the basic need for the readers to obtain the meaning of

English words or even passage. In order to understand the text, the readers need to

know vocabularies related to the text. If the readers have strong vocabulary base,

it will be easier for them to understand the text.

3) Teach for Comprehension

The main part of reading process is comprehension. However, the teacher

needs to teach comprehension and then monitor it. Teaching comprehension

relates to the readers’ ability to discuss with the teacher or friends what strategies

they use to comprehend the text.

4) Work on Increasing Reading Rate

Increasing reading rate means that there should be a balance in improving

students’ reading rate and developing their comprehension skills. The teacher


18

does not only focus on the accuracy but also fluency. The teacher also has to teach

students to reduce their dependence on dictionary. The students have to spend

more time analyzing the content and discussing it with their friends.

5) Teach Reading Strategies

In order to be successful readers, the readers have to know strategies of

reading itself. However, knowing the strategies is not enough. They have to know

how to use and integrate strategies in their reading process.

6) Encourage Readers to Transform Strategies into Skills

According to Anderson (as cited in Nunan, 2003: 77), “strategies can be

defined as conscious actions that learners take to achieve desired goals or

objectives, while a skill is a strategy that has become automatic.” Readers should

be introduced to reading strategies in their reading process. When they use

strategies unconsciously, they move strategies into skill.

7) Build Assessment and Evaluation into Your Teaching

Assessment and evaluation can be used to measure the students’ progress in

their reading class. The assessment can be both qualitative and quantitative.

Qualitative assessment includes information from reading comprehension test and

reading rate data. Quantitative assessment includes information from reading

journal responses, reading interest surveys, and responses to reading strategy

checklists.


19

8) Strive for Continuous Improvement as a Reading Teacher

Reading teacher should view themselves as facilitators and help the readers

to find what works best. The teacher needs to understand the nature of reading

process so that they can help the readers to understand the text.

c. Models of Reading Process

According to Anderson (as cited in Nunan, 2003: 70-72), there are three

models of reading:

1) Bottom-up Model

Bottom-up model requires the readers to start the reading process from the

very basic unit. This model starts from the fundamental basic of sound and letter

recognition, and morpheme. Then, the readers move to the word recognition,

sentence, and finally comes to the large one.

2) Top-down Model

In top-down model, the readers start with their own background knowledge

in order to obtain the meaning from the text given. Top-down model emphasizes

the understanding of the readers toward the text given. The readers’ background

knowledge contributes to their understanding of the given text.

3) Interactive Model

This model integrates both bottom-up and top-down models. In interactive

model of reading, the readers will be given a short passage as a means to teach

them specific reading skills and strategies. They will also be given a longer

passage to give them opportunity to practice their reading strategies.


20

d. Access to Content

According to Wallace (1992: 86), there are some ways to help learners to

relate their existing knowledge to the text the learners are going to read. Those

activities are:

1) Pre-reading Activities

Pre-reading activities consist of activities that provide learners with

questions, which require learners to find the answers from the text. The activities

also facilitate learners with tasks to prepare learners for linguistic, cultural or

conceptual difficulties and provide them with vocabulary tasks. These activities

function as a gate to enter the world that is presented in the text.

2) While-reading Activities

The aim of while-reading is to encourage learners to be flexible, active, and

reflective readers. A text, the main concern of reading, will be given to learners in

this phase. Learners will also be given a set of tasks in order to check the learners’

understanding toward the text being read.

3) Post-reading Activities

Most of the post-reading activities consist of comprehension questions

which follow a text. Post-reading activities need to be motivated by the genre, the

context of learning, and learners’ purpose. Some texts tend to have follow-up

activities such as writing tasks or even role-play as their post-reading activities.


21

3. Task-Based Learning

a. The Framework of Task-based Learning

According to Willis (1996: 5), a task is an activity “where the target

language is used by the learner for a communicative purpose (goal) in order to

achieve an outcome.” Moreover, task-based learning consists of three main parts.

They are:

1) Pre-task

In this stage, the teacher plays an important role in introducing the topic that

will be discussed. The teacher has to help the learners to understand the task

instruction by giving them useful words and phrases so that they can accomplish

the task. The teacher should make sure the learners know why they are doing the

pre-task and how it will help them later with the main task.

2) Task Cycle

Task cycle consists of three stages, namely task, planning, and report. Those

three stages play an important role as facilitator to help learners in learning

without depending on their teacher. Each stage has its contribution in constructing

the cycle. Those stages are:

a) Task

Task is the basic core of Task-Based Learning. Learners have to do the task

in order to understand the lesson given. They may do the task in pairs or in group.

Furthermore, the teacher needs to monitor the learners’ activity to keep them in

track.


22

b) Planning

After the learners do the task, they have to prepare themselves to report their

work in front of the class. They have to plan well in order to produce a good

report. The report covers how they did the task and what they discovered.

c) Report

The learners report their work to their friends. The report can be in the form

of oral or written report. Oral report requires them to present their report in front

of the class. They may also exchange their written report and compare their

results.

Pre-task

Task cycleTask Planning Report

Language focusAnalysis Practice

3) Language Focus

In language focus, there are two activities to do, namely analysis and

practice. First, the learners have to analyze and discuss specific features of the text

or even the recording transcript. Second, the teacher needs to conduct practice of

new words or phrases. The practice can be conducted during analysis or after

analysis. The components of task-based learning are presented in Figure 2.2.

Figure 2.2 Components of the Willis’ Task-Based Learning Framework (1996: 38)


23

b. Principles of Task-Based Learning

According to Nunan (2004: 35-38), there are seven principles of Task-Based

Learning, namely:

1) Scaffolding

In Task-Based Learning, the students are required to learn through

completing tasks. However, the content of the task is the materials that have

already been introduced to them. The teacher needs to help the learners by

providing a scaffolding in order to reach the goals.

2) Task Dependency

Each task that is given exploits and builds on the learners’ ability. Each task

has its function to maximize the learners’ ability. Furthermore, each task helps the

learners to achieve the competencies required.

3) Recycling

The teacher will maximize the opportunity for learning by recycling

language. It is believed that the learners will not achieve a hundred percent

mastery in the first time. As a solution, they need to be re-introduced to the topics

so that they may learn better and be able to achieve the goals.

4) Active Learning

The learners will learn by using the language that they are learning actively.

The learners will learn how to use the language to communicate. They may start

to use the language with their friends by doing the tasks given.


24

5) Integration

The teacher should give a clear relationship among linguistic form,

communicative function, and semantic meaning. By elaborating those elements,

the teacher will teach the learners clearly. A clear explanation will lead them to a

better achievement.

6) Reproduction to Creation

The teacher should support the learners to use language creatively rather

than to produce language. Productive tasks not only help the learners to master

form, meaning and function but also supply a basis for creative tasks. In creative

tasks, the learners are required to combine familiar elements they have learnt.

7) Reflection

The teacher should give the learners opportunities to reflect on what they

have learned. Through reflection, the learners may have opportunities to learn

from their mistakes. Moreover, they can improve their performance through

reflection.

B. Theoretical Framework

In the study, some theories are used in designing task-based instructional

reading materials learning for the eleventh grade students of SMK YPKK 3

Sleman. The discussions will be divided into two parts; the first one will discuss

about the model unit, while the second one will discuss the instructional model.

In designing the model unit, the writer uses the theory of reading and Task-

Based Learning. Generally, the model unit combines the theory of access to


25

content, principles of teaching reading, and Task-Based Learning framework. In

the study, the model unit consists of three parts, namely pre-reading, while-

reading, and post-reading. Pre-reading consists of activities which facilitate

learners to prepare themselves before they come to the reading text. Pre-reading

also includes the first step of Task-Based Learning framework, pre-task, which

helps learners activate their background knowledge before they read the text. In

pre-task, the top-down model is mostly used because this section puts emphasis

on the learners’ background knowledge as a gate to bring the learners to the text.

The use of top-down model also reflects the first principle of teaching reading,

namely exploit the readers’ background knowledge.

The second part of the model unit is while-reading. While-reading includes

the second step of Task-Based Learning framework, task cycle, which consists of

three stages, namely task, planning, and report. In the first stage, task, learners

have to read a text given and do the comprehension tasks. Then, they have to plan

how they will report the text being read to their friends in group. The report can

be in the form of oral or written presentation. While-reading also consists of a

brief explanation about reading strategies such as SQ5R, skimming, and scanning

that will be different in each unit.

The last part is post-reading, which consists of language focus and

reflection. In language focus, learners will be brought to the analysis activities

which include analysis of semantic concepts, words or parts of word, and

categories of meaning or use. Then, learners have to do the tasks in order to check

their understanding of the previous discussion. Meanwhile, the last task to be done


26

is reflection, in which learners share what they have learnt during a day course. In

the study, the principles of Task-Based Learning are used in constructing the

tasks. The tasks are designed to provide a scaffolding for the learners, help

learners to achieve the competencies required, and give the learners opportunity to

reflect on what have they learnt.

In the study, the writer employs five principles out of eight principles of

teaching reading. Those principles are exploiting the reader’s background

knowledge, building a strong vocabulary base, teaching for comprehension,

teaching reading strategies, and building assessment and evaluation into your

teaching. In the study, the students are required to use their background

knowledge by answering questions related to the reading. The materials also

provide exercises on vocabulary in order to build a strong vocabulary base.

Comprehension and reading strategies are several important things to be learnt in

order to enhance reading ability. The materials offer reading strategies for the

students and teach how to deal with the reading. Furthermore, there is an

evaluation in the materials in the form of qualitative assessment in order to

measure the students’ understanding of the reading.

For the instructional model, the writer adapts from Kemp’s model. Those

adapted steps are Defining Goals, Topics, and General Purposes, Specifying

Learning Objectives, Organizing Subject Content, Planning the

Teaching/Learning Activities and Resources, and Evaluation. Moreover, the

writer also adapts one step from Taba’s model, namely Diagnosing Needs. The

writer combines those two models because the combination reveals a clear and


27

complete step in designing the materials. The writer also adds one more step

named Revising Materials as the last part of the whole instructional design steps.

The details of the instructional design steps are discussed as follows.

1. Conducting Needs Survey

The first stage is adapted from Taba’s instructional design model entitled

“Diagnosing Needs.” The writer conducts a needs survey to gather

information about the learners’ need, problems, conditions, and difficulties. In

order to collect that information, the writer distributes a questionnaire to the

learners. To gain more information about the learners’ difficulties and

problems, the writer also conducts an informal interview with the English

teacher.

2. Specifying Goals, Topics, and General Purposes

This stage is adapted from Kemp’s instructional design model, namely “Goals,

Topics, and General Purposes.” In this stage, the writer determines the goals

that should be achieved by the students at the end of the course. The next

things to be done are deciding topics for the whole course and also general

purposes of the course.

3. Formulating Objectives

A stage from Kemp’s instructional design model, “Learning Objectives”, is

adapted as the third stage. Specific objectives can be drawn from the needs

survey. Based on needs survey results, the writer may know which aspects that

need more attention. By stating the objectives, the writer know what the

students should learn and whether they have achieved it or not later on.


28

4. Selecting Contents

Then, the writer has to select the content. This stage is adapted from Kemp’s

instructional design model entitled “Subject Content.” The contents can be

taken from textbook, articles, or even teacher’s own experiences and other

sources as long as those can support the objectives.

5. Selecting Teaching Learning Activities and Resources

The writer adapts Kemp’s instructional design model entitled “Selecting

Teaching Activities/Resource” for the next stage. In this stage, the writer

needs to select learning activities. The writer should decide the most effective

and efficient teaching learning activities and select the existing resource in

order to support the teaching learning processes.

6. Designing Materials

In this step, the writer organizes the materials. The writer arranges the selected

reading materials and learning activities based on the topics, general purposes,

and also objectives. Moreover, by arranging the materials sequentially it will

make the students easy to understand and learn the materials.

7. Evaluating Materials

Then, the writer needs experts and users feedback on the designed materials.

This stage is adapted from Kemp’s instructional design model named

“Evaluation.” It is aimed to figure out whether the contents and ideas

organization, time allocation, and learning method used for overall materials

are appropriate or not. The writer also distributes a set of designed materials

and a questionnaire to gain feedback on the designed materials.


29

8. Revising Materials

The last step is revision. In this step, the writer revises the materials based on

the feedback and suggestions from experts and users. Revision is needed in

order to improve the materials so that later on the materials will be beneficial

for the students.

The steps of the writer’s instructional design model are presented in Figure 2.3.

Specifying Goals , Topics, and General Purposes

Formulating Objectives

Selecting Contents

Selecting Teaching Learning Activities and Resources

Designing Materials

Conducting Needs Survey

Evaluating Materials

Revising Materials

Figure 2.3 The Writer’s Instructional Design Model


CHAPTER III

METHODOLOGY

In this chapter, the writer explains the method used in the study. The writer

also explains the participants of the study, research instruments used in the study,

how to gather the data needed, and also how to analyze the data. While in the last

part, the writer explains the research procedures in conducting the study.

A. Method

The method that was used in this study was Research and Development (R

& D). According to Borg and Gall (1963: 771), “R & D consists of a cycle in

which a version of the product is developed, field-tested, and revised on the basis

of field-test data.” The aim of this method was to present the results of the

research into product so that it can be used in schools. The reason for choosing R

& D was that the product fulfills the needs of the students because the product is

designed based on the data of the preliminary survey. There are ten major steps in

R & D cycle; those are (1) research and information collecting, (2) planning, (3)

develop preliminary form of product, (4) preliminary field-testing, (5) main

product revision, (6) main field-testing, (7) operational product revision, (8)

operational field testing, (9) final product revision and (10) dissemination and

implementation. In the study, the writer only used the first five steps of R & D

because the aim of the study is not to implement or evaluate materials but to

develop materials.

30


31

There were three main phases in the study, namely pre-design survey,

materials development and post-design survey.

1. Pre-design Survey

The first two steps of R & D, namely research and information collecting

and planning, were used in this phase. The writer collected the information needed

to design the materials through distributing first questionnaire to the eleventh

grade students of SMK YPKK 3 Sleman. The writer also conducted an interview

with the English teacher of SMK YPKK 3 Sleman in order to gain the data needed

to design the materials.

2. Materials Development

After gaining the information and data needed, the writer analyzed the data

and developed the materials. The third step of R & D, namely develop preliminary

form of product, was used in this phase. The product was in the form of materials

designed for the eleventh grade students of SMK YPKK 3 Sleman.

3. Post-design Survey

The fourth and fifth steps of R & D, namely preliminary field testing and

main product revision, were used in this phase. The writer distributed the second

questionnaire to the English teachers of SMK YPKK 3 Sleman and some lecturers

of the English Language Education Study Program Sanata Dharma University.

The results of the post-design survey would be used to revise the materials.


32

B. Participants of the Study

There were three participants in the study. The first one was all of the

eleventh grade students of SMK YPKK 3 Sleman. There were 70 students taking

part as the participants in the study. They were given the questionnaire in order to

find out their needs.

The second one was the English teachers of SMK YPKK 3 Sleman. The

eleventh grade English teacher was involved as the interviewee for pre-design

survey. The writer intended to obtain information about the students’ needs based

on her perception through the interview. The writer also distributed the

questionnaire to the tenth and eleventh grade English teachers to find out their

opinions and suggestions on the designed materials in the post-design survey.

The third was three lecturers of the English Language Education Study

Program Sanata Dharma University Yogyakarta. They were involved as the

participants for post-design survey, together with the English teachers of SMK

YPKK 3 Sleman. The questionnaire was given to the lecturers mastering

instructional design, reading, and language teaching methodology. They were

asked to evaluate whether the designed materials were appropriate or not. The

questionnaire was also to find out their opinions and suggestions on the designed

materials. It was hoped that their opinions and suggestions may give beneficial

contribution in revising the materials. The description of the participants was

presented in Table 3.1.


33

Table 3.1: Participants of the Post-design Survey Study

Educational

Background

Teaching Experience in

Years

Group of Participants

D3 S1 S2 <5 5-10 >10

English Teachers - 2 - - 1 1

English Lecturers - - 3 - - 3

C. Research Instruments

There were two instruments used in this study, i.e. the questionnaires and the

interview. The writer used two kinds of questionnaire. The first questionnaire was

distributed in the pre-design survey, while the second questionnaire was

distributed in the post-design survey. Meanwhile, the interview was conducted in

the pre-design survey.

1. Questionnaire

Questionnaire is an instrument to gather information needed through the

participants’ written responses to a list of questions (Wallace, 1998: 124).

Questionnaire has two forms, namely closed form and open form. Closed form

requires respondents to give responses based on the options provided. In open

form questionnaire, the respondents are free to write their response toward the

questions given. There are two kinds of questionnaire used in the study. The first

questionnaire, which is closed form, was used for the needs survey and distributed

to the eleventh grade students of SMK YPKK 3 Sleman. The questionnaire was

written in Indonesia so that the students would understand the content of the

questionnaire easily. It was also practical and time-saving because the students


34

would be able to fill it up without difficulties in understanding the content. The

second questionnaire, which used closed and open form, was distributed to the

English teachers and lecturers in order to obtain opinions, suggestions, and

recommendations on the designed materials.

2. Interview

Interview is an instrument to gather information needed through question

and answer held by the interviewer and interviewee. According to Wallace (1998:

146), there are three kinds of interview, namely structured interview, unstructured

interview, and semi-structured interview. Structured interview has a very tight

structure, and in which the questions will probably be read from a carefully

prepared interview schedule, similar to a questionnaire but used orally (Wallace,

1998: 146). Unstructured interview has some kind of structure but not as tight as

structured interviews and it would simply be a conversation (Wallace, 1998: 146).

The atmosphere is more relaxed and informal. Semi-structured interview also has

the structure. There will almost certainly be a prepared interview schedule, but

most of the questions will probably be open questions (Wallace, 1998: 147). In

order to gain more detailed responses the interviewer may use comments or

follow-up questions.

In the study, the interview was conducted to the English teacher of the

eleventh grade students of SMK YPKK 3 Sleman. It was aimed to obtain

information needed about the learners’ needs from the teacher’s point of view.

The writer used semi-structured interview in order to create a conducive

atmosphere so that the interviewee could give more detailed responses.


35

D. Data Gathering Techniques

In the study, there were two phases of data gathering. The first phase was

the pre-design survey. In the pre-design survey, the writer distributed the

questionnaire to the eleventh grade students of SMK YPKK 3 Sleman in the first

and second week of August 2007. The questionnaire was aimed to obtain

information about the learners’ interest and difficulties in learning English. The

writer distributed the questionnaire to classes XI B & XI C first on August 2,

2007. The writer explained the aim of the questionnaire and asked the students to

fill up the questionnaire. Since the questionnaire was written in Indonesia, the

students would understand the content of the questionnaire easily. After all of the

students of XI B & XI C finished completing the questionnaire, the writer did the

same procedure in class XI A on August 6, 2007.

After distributing the questionnaire to the eleventh grade students of SMK

YPKK 3 Sleman, the writer conducted an interview with the English teacher of

SMK YPKK 3 Sleman. The interview was conducted on August 6, 2007 and it ran

for about an hour. It was aimed to gain the information about the learners’ needs

in learning English from the teacher. The results of the interview were used to

design the materials.

The second phase was in the post-design survey. In the post-design survey,

the writer distributed the questionnaire to attain feedback on the designed

materials from the English teachers of SMK YPKK 3 Sleman and English

Language Education Study Program lecturers of Sanata Dharma University

Yogyakarta. The questionnaire was distributed on January 31 to February 4, 2008.


36

The respondents were given a set of designed materials and the questionnaire to

evaluate the designed materials. They had a week to answer the questions and

gave opinions, suggestions, and recommendations on the designed materials.

E. Data Analysis Techniques

In the study, the data were analyzed in two phases, namely pre-design

survey and post-design survey. The data that were analyzed in pre-design survey

were used for designing the materials. Meanwhile, in the post-design survey the

data were analyzed and were used for revising the designed materials.


In pre-design survey, the writer used questionnaire and interview checklist

as the instruments to gather the data. The questionnaire was distributed to the

eleventh grade students of SMK YPKK 3 Sleman. The data from the

questionnaire were calculated as follows.

%100×∑n

n

Note:

n : the number of students who choose certain topic

Σ n : the total number of the students

The writer also conducted an interview with the English teacher of SMK

YPKK 3 Sleman. The data from the interview were analyzed descriptively. The

data from the interview and the questionnaire were used to design the materials.


37


In post-design survey, the writer only used the questionnaire as the

instrument. The questionnaire was distributed to two English teachers of SMK

YPKK 3 Sleman and three lecturers of the English Language Education Study

Program Sanata Dharma University Yogyakarta to gain their opinions and

suggestions toward the designed materials.

In the designed materials evaluation, there was a survey that used two types

of questionnaire, namely closed form and open form. To assess the respondents’

opinions of the designed materials, the writer used closed form questionnaire with

five points of agreements as follows.

1= if the respondents strongly disagree with the statement

2= if the respondents disagree with the statement

3= if the respondents are undecided

4= if the respondents agree with the statement

5= if the respondents strongly agree with the statement

The data were measured by the using the central tendency, which consisted

of mean, median, and mode. In this study, only mean was used to draw out

whether the designed materials were acceptable or not. Mean is an average of all

the scores in a distribution. There is a formula to count the mean as follows.

nx∑

Note:

∑x : the total number of all scores

n : the total number of the respondents


38

For the open form questionnaire, the respondents had to write down some

opinions, suggestions, and also recommendations on the designed materials. The

results of the questionnaire were analyzed descriptively by classifying the

answers. Then, the data were used to revise the designed materials.

F. Research Procedure

The writer followed some procedures in conducting the study. Those

procedures were divided into three parts, namely pre-design survey, materials

development, and post-design survey.


The writer prepared the questionnaire and distributed the questionnaire to

the eleventh grade students of SMK YPKK 3 Sleman. The writer also listed the

questions that were used for the interview. The writer conducted an interview with

English teacher of SMK YPKK 3 Sleman in order to obtain more information

about the learners’ needs from the teacher’s point of view.

2. Materials Development

The results of the questionnaire and interview were used to design the

instructional reading materials for the eleventh grade students of SMK YPKK 3

Sleman. The writer also used SBC as the guideline in designing the materials.

Based on SBC, the writer designed the materials which are suitable to the

learners’ needs and the potency of the region.


39


The writer distributed the designed materials and a questionnaire to the

English teachers of SMK YPKK 3 Sleman and also lecturers of the English

Language Study Program of Sanata Dharma University Yogyakarta. It was aimed

to gain feedback on the designed materials from the participants mentioned

before. After that, the writer revised the designed materials based on the feedback

from the teachers and lecturers.


CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of three main points. The first part covers the steps

done in designing the reading materials for SMK YPKK 3 Sleman. In the second

part, the writer presents the results of the survey. The survey was administered by

conducting an interview for needs analysis and distributing a questionnaire for

materials evaluation. In the last part the writer presents the final revision of the

designed materials.

A. The Steps in Designing Instructional Reading Materials for SMK YPKK

3 Sleman

The writer employed eight steps in designing the materials. Those steps

were (1) conducting needs survey, (2) specifying goals, topics, and general

purposes, (3) formulating objectives, (4) selecting and organizing contents, (5)

selecting learning activities and resources, (6) designing materials, (7) evaluating

materials, and (8) revising materials. The details of each step were explained in

the following discussion.

1. Conducting Needs Survey

The needs survey was conducted by distributing the questionnaire to the

eleventh grade students of SMK YPKK 3 Sleman on August 2 and August 6,

2007. The number of the respondents were 70 students. They were from classes

XI A, XI B, and XI C. They had to answer 13 questions. The writer intended to

40


41

find information related to the students’ difficulties in reading class, their learning

style, and their favorite topics to be discussed in the reading class. The writer also

conducted an interview with the English teacher in order to attain more

information about the students and the teaching learning process in reading class.

It was held on August 6, 2007 and ran for an hour. The data from both the

questionnaire and interview were used to design the materials.

2. Specifying Goals, Topics, and General Purposes

In the study, the goals of the course were derived from the Competence

Standard of SBC used in SMK YPKK 3 Sleman. There were eight topics in the

designed materials. Those eight topics were in line with SBC and adjusted to the

students’ interest. Besides, the general purposes were taken from the Basic

Competencies of SBC. The details of goals, topics, and general purposes were


3. Formulating Objectives

In the next step, the writer formulated the objectives. The objectives were

considered as indicators. The objectives were the achievement that should be

reached by the students in each course. The details of the objectives were


4. Selecting and Organizing Contents

The reading materials consisted of eight units with eight different topics for

each unit. Those topics were (1) Personal Activities, (2) Taking Message from a

Telephone Call, (3) Application Letter and CV, (4) Business Letters, (5) Past

Events and Future Plans, (6) Social letters, (7) Procedure, (8) Short Messages.


42

Moreover, each unit was divided into four sections. Those sections were warming

up, let’s read, language focus, and what have you learnt today?

Table 4.1: Goal, Topics, and General Purposes

Goal Topics General Purposes Personal Activities Understanding simple daily

conversations both on professional and personal contexts with non-native speakers.

Taking Message from a Telephone Call

Writing down simple messages in direct interaction or writing device.

Application Letters and CV

Business Letters

Listing the job and educational background they have both orally and in written.

Past Events and Future Plans

Talking about their past job and their future plan.

Social Letters Expressing various personal expressions.

Procedure Understanding simple instructions.

To communicate in English in Elementary Level

Short Messages Making short messages, instruction, or list with certain vocabulary.

5. Selecting Teaching Learning Activities and Resources

In this step, the writer selected the most appropriate activities to be used in

reading class. The writer used pair-work, group work, presentation, games, role

play, and discussion. Then, the writer selected reading materials from magazine,

textbook, brochure, National Examination reading texts, and articles from the

internet.


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Table 4.2: The Objectives of the Course

Objectives Unit Topic At the end of the course, the students are able to:

1 Personal Activities 1. Identify a dialogue on personal activities. 2. Write down personal activities. 3. Apply the correct form of present tense in sentence

level. 2 Taking Message from

a Telephone Call 1. Identify a dialogue on the telephone. 2. Write down simple messages. 3. Make a dialogue on the telephone. 4. Perform the dialogue. 5. Apply the correct form of neither and either in

sentence level. 3 Application Letters

and CV 1. Identify the given text on Application Letter and

CV. 2. Write an Application Letter and CV. 3. Apply the correct form of causative in sentence

level. 4 Business Letters 1. Identify a business letter.

2. Identify each part of business letter. 3. Apply the correct form of preferences in sentence

level. 5 Past Events and Future

Plans 1. Identify a passage about past event. 2. Write down the specific information. 3. Apply the correct form of past tense and future

tense in sentence level. 6 Social Letters 1. Identify social letters.

2. Write social letters correctly. 3. Apply the correct form of conditional sentence in

sentence level. 7 Procedure 1. Identify a passage about describing process.

2. Describe a process correctly. 3. Apply the correct form of passive voice in sentence

level. 8 Short Messages 1. Identify a brochure and advertisement.

2. Write the main idea of paragraph. 3. Make a brochure or advertisement. 4. Apply the correct form of relative clause in

sentence level.


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6. Designing Materials

The next step was to arrange all the selected reading materials and learning

activities in accordance with general purposes, objectives, and also topics. In this

step, the writer organized the contents in a sequential order based on the topics.

The writer also added pictures and illustrations to make the designed materials

more interesting.

7. Evaluating Materials

Having finished designing the materials, the writer distributed the materials

to the experts and users. They were asked to give their comments, opinions, and

suggestions on the designed materials. The results of the materials evaluation

would be used to revise the designed materials.

8. Revising Materials

The last step was revising the materials. The materials were revised based on

the suggestions from the respondents. It was aimed to improve the materials so

that the designed materials would be beneficial for the users. Further, there were

some revisions made. Those were (1) changing two reading texts in unit 1 and 5,

(2) revising the grammatical explanation, (3) varying the vocabulary quiz, (4)

providing glossary for each unit, and (5) clarifying the relation of the Basic

Competence and learning activities.


45

B. The Results of the Surveys

The writer conducted two kinds of surveys in the study. The first one was

Needs Analysis Survey, which was aimed to find information from both the

students and the teacher about problems, learning style and interest in learning

English especially reading. The second one was Materials Evaluation, which was

aimed to attain opinions, comments, and suggestions on the designed materials

from the experts and users.

1. The Results of the Needs Analysis

There were two main data gained from the needs analysis. The first one was

the questionnaire results, while the second one was the interview results with the

English teacher. The results were presented as follows.

a. The Results of the Questionnaire

The questionnaire was distributed to 70 students, all of whom were the

eleventh grade students of SMK YPKK 3 Sleman. The writer distributed the

questionnaire to classes XI B and XI C on August 2, 2007 and also distributed the

questionnaire to class XI A on August 6, 2007. The respondents had to answer 13

questions related to their learning style, difficulties in reading, and their favorite

topics to be discussed in reading class.

In the first question, the students were asked whether reading skill is

important to support their English mastery. Thirty-one students (44 %) answered

“important”, while 39 students (56%) answered “very important.” Based on the

results, it could be concluded that the students thought that to master English they

needed a good reading skill. The second question was, “How often do you find


46

difficulties in reading class?” Four students (5.8%) said “seldom”, 41 students

(58.5%) said “sometimes”, and 25 students (35.7%) said “often.” It showed that

the students rarely found difficulties in reading class.

In relation to question 2, the writer asked the obstacles in reading class in

question 3. Twenty six students (32.1%) answered “lack of vocabulary”, 38

students (46.9%) answered “lack of grammar understanding”, nine students

(11.2%) answered “difficulties in finding main idea”, while eight students (9.8%)

answered other factors. Those factors were (1) the students were hard to find

difficult words, (2) the students were unable to understand the reading passage,

and (3) the lesson was uninteresting. From the results, it could be concluded that

most of the students had a problem in grammar understanding. The fourth

question was, “How interesting is reading class?” Five students (7.1%) answered

“high”, 55 students (78.6%) answered “medium”, and ten students (14.3%)

answered “low.” It meant that so far most of the students could enjoy their reading

class since they were not very bored during the lesson. In question four, the writer

asked what factors made the students feel bored in the reading class. Fifteen

students (19.7%) said that the topics were uninteresting, 23 students (30.2%) said

that the passage was too long, 34 students (44.8%) answered that they were

unable to understand the passage, while four students (5.3%) answered other

factors. Based on the results, the students felt bored in the reading class because

they did not understand the passage being read.

“How do you understand English passage?” was the sixth question. Forty-

one students (58.6%) said that they read the whole passage then found difficult


47

words. Twenty-two students (31.4%) answered that they read and found difficult

words at the same time. Four students (5.7%) said that they found difficult words

then read the passage, while three students (4.3%) answered others. From the

results, it could be concluded that the common method used by most of the

students in understanding the English passage was reading the whole passage first

and then finding difficult words. In question 7, the writer asked what sources of

English passages were given by their English teacher. Sixty-nine students (98.5%)

answered textbook, while one student (1.5%) answered magazine. It meant that

the English teacher used textbook as the source of English passages. Question 8

was “Do you know reading techniques, such as skimming and scanning?” Thirty-

three students (47.2%) said “yes”, and 37 students (52.8%) said “no.” It showed

that the students were not familiar with reading techniques since thirty-seven

students out of seventy students said that they did not know those kinds of

techniques.

The next two questions were further responses toward question 8. If the

students answered yes, they would continue to answer question 9, which asked

about whether those reading techniques help them in understanding English

passages. Twenty-nine students (87.8%) said “yes”, while the rest, which were

four students (12.2%), said “no.” It was clearly proven that most of the students

gained the advantage of using reading techniques in order to understand English

passages.

Question 10 was the follow-up question for those who answered “no” in

question 8. In question 10, the students were asked about reading techniques they


48

usually used in understanding English passage. Ten students (27%) said they read

the whole passage; fourteen students (37.8%) said that they read the passage

paragraph per paragraph, while thirteen students (35.2%) answered other

techniques. Those techniques were (1) reading the whole passage then finding the

difficult words and (2) translating the whole passage then reading it. Based on the

results, the students tended to read paragraph per paragraph in order to understand

the passage.

The eleventh question was “Besides listening to the teacher’s explanation,

what method do you think is effective in reading class?” Twenty-eight students

(40%) answered working on tasks related to the passage, seven students (10%)

said presentation, twenty students (28.6%) answered translating passage, while

fifteen students (21.4%) prefered to choose group work.

The writer asked the students whether the teacher often gave tasks related to

the passage in the reading class in the next question. Sixty-eight students (97.1%)

answered “yes”, while the rest (2.9%) answered “no.” Question 13 was to be

answered by those who answered “yes” in question 12. The question was “How

far do the tasks given help you in reading class?” Thirty students (34.5%) said that

the tasks helped them in understanding the passage; 47 students (54%) said that

the tasks enriched their vocabulary, and ten students (11.5%) answered others.

The students added that through the tasks, they were able to construct sentences

and translate English passages into Bahasa Indonesia.

Question 14 was the follow-up question for those who answered “no” in

question 12. The students were asked about the method they thought could help


49

them in the reading class. Three students (50%) said that working on tasks related

to the passage could help them in the reading class. Furthermore, one student

(16.7%) said that listening to the teacher’s explanation was quite helpful, while

two students (33.3%) said that translating the passage helped them in the reading

class.

In the last question, the students were to choose their eight favorite topics.

Those eight topics were interest (100%), news (91.4%), technology (88.5%), facts

(82.8%), business (70%), business letters (67.1%), biography (64.3%), and

procedure (28.5%). The writer also considered the students’ recommendation for

other topics, which included nature, adventure, sports, entertainment, and famous

place. In addition, the details of the needs survey questionnaires were presented in

Appendix G.

b. The Results of the Interview

The interview was conducted on August 6, 2007 and lasted for about an

hour. The aim of the interview was to gather more information about the reading

class based on the teacher’s perception. The data from the interview contributed a

lot to design the materials. Furthermore, from the interview the writer attained

important information which was presented in the following discussion.

1) Reading Class

In SMK YPKK 3 Sleman, there were no specific contact hours for reading.

It meant that there were no clear time division for teaching listening, speaking,

reading, and writing. As a result, the teacher usually taught integrated listening


50

and reading. It became the reason why the time for teaching reading in one

semester was not enough. Moreover, the teacher also added that the students’

reading ability was in the medium level.

2) Students and Reading Class

The students gave positive responses in the reading class. They were more

relaxed because they did not need to think very hard and they could consult their

dictionary whenever they found difficult words. Moreover, interesting passages

became the reason why they were eager to read. The students also found several

problems in reading class. Those problems were (1) low grammar fundamental,

(2) laziness to find the meaning of difficult words, (3) dependency on their friends

and teacher, and (4) low motivation to learn. To solve those problems, there were

several solutions suggested by the teacher. Those solutions were (1) the teacher

should facilitate the students’ needs in terms of learning materials and (2) the

teacher asked the students to form their own study group and give them tasks.

Boredom was also one of the problems in learning. Furthermore, the teacher

had several ways to reduce students’ boredom in reading class. Those were (1)

telling a short story related to the passage, (2) giving a game related to the topic,

and (3) helping the students when they found any difficulties. In addition, the

teacher usually helped the students when they had tried several times to solve the

problem but they could not find any solution.

3) Learning Activities

In reading class, there were several activities to be done. Those activities

were finding the main idea, silent reading, answering questions related to the text,


51

retelling the story, summarizing the text, and analyzing sentences in the text.

However, those activities done in reading class were not effective yet. The causes

were the students’ low motivation on learning, insufficient learning facilities, and

much time spent on the ice-breaking story.

4) Learning Materials

As the source for the reading text, the teacher used textbook, books,

magazines, and newspaper. When the teacher found an interesting reading text

whether from magazine or newspaper, she cut it and used it to teach reading. The

selection of the reading materials was based on the Basic Competence, relation

between reading materials and the students’ major study, the students’ ability in

reading, and the teacher’s ability. The teacher also said that the students were

interested in the topic given in the reading class. If the topic was not interesting,

the teacher would try to make it interesting.

5) Learning Method

Instead of asking, the teacher also used some methods in order to check the

students’ understanding. Those methods were retelling the story, giving tasks

related to the text, and analyzing sentences in the text. Those methods were

effective but those methods would take more time in analyzing sentences.

Moreover, tasks also became one of the methods used by the teacher. Those tasks

were analyzing sentences, finding the main idea, retelling the story, and finding

the difficult words. In her opinion, only giving tasks to the students was not

effective. The teacher should encourage the students to learn because their

motivation was low. She also said that she always gave tasks in reading class.


52

Even though giving tasks was not a hundred percent effective, she believed that it

would help them to understand the lesson.

2. The Results of Materials Evaluation

In order to attain feedback, comments, and suggestions on the designed

materials, the writer conducted a post-design survey. The writer distributed a

questionnaire to three lecturers of the English Language Study Program of Sanata

Dharma University Yogyakarta and two English teachers of SMK YPKK 3

Sleman. The questionnaire was distributed on January 31 to February 4, 2008.

The data from the questionnaire were analyzed using central tendency to

find the mean. The results showed that the mean ranged from 3.8 to 4.6. It showed

that the materials were appropriate for the eleventh grade students of SMK YPKK

3 Sleman. The detailed results of the questionnaire were presented in Table 4.3.

Table 4.3: Results of Post-design Survey

Central Tendency No Respondents’ Opinions on N

Mean

1. The indicators are well formulated. 5 4

2. The indicators are considered able to support the

achievement of the learning outcomes.

5 4

3. The pre-reading activities are well developed. 5 4.2

4. The while-reading activities are well developed. 5 4.2

5. The post-reading activities are well developed. 5 4

6. The exercises in each unit are well elaborated. 5 4

7. The exercises can facilitate the students to understand

the topic being discussed.

5 4


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Table 4.3 continued

8. The instructions are clear. 5 4.6

9. The instructions are understandable. 5 4.6

10. The materials are well arranged. 5 4.2

11. The time allocations are sufficient. 5 3.8

12. The contents are well elaborated. 5 4.4

13. The topics given in the materials are appropriate for

the eleventh grade students of Vocational High

School.

5 3.8

14. The contents given in the materials are appropriate for

the eleventh grade students of Vocational High

School.

5 3.8

15. The materials are well elaborated. 5 4.2

In the questionnaire, the respondents were also asked to give opinions,

comments, and suggestions on the designed materials. Overall, they stated that the

materials were creative, well-developed, and interesting. The materials were also

designed in line with SBC. However, the materials needed some improvements.

Based on the respondents’ suggestions, the writer made some revisions in order to

improve the materials. Those revisions were as follows.

a. The Materials

In the designed materials, there were some changes needed. Some respondents

suggested shortening the length of some texts because they were quite long for

the students. Some of them also stated that some reading texts seemed too

difficult for the students. The grammatical explanation needed to be explained

in detail because it would make it easy for the students to understand. There

was also a suggestion to vary the type of vocabulary quiz. It would be better if


54

there were variations, for example by using crossword or matching the

synonymous English words. Glossary could also be added in order to

encourage the students’ to learn. Based on the respondents’ suggestions above,

the writer changed two reading texts in unit 1 and 5. She also revised the

grammatical explanation, varied the vocabulary quiz, and provided glossary

for each unit.

b. The Syllabus

Time allocation for each unit should be reconsidered. Considering the

materials that consisted of many activities, the writer revised the time

allocation. Moreover, the writer clearly clarified the pre-reading, while-

reading, and post-reading in order to make the syllabus more understandable.

The writer also clarified the relation of the Basic Competence and learning

activities to avoid confusion.

C. The Presentation of the Final Design

In order to answer the second question in the problem formulation, the

writer presented the final version of the designed materials in this part. The

designed materials consisted of eight units. In each unit, the students would learn

eight different topics which were arranged according to the Basic Competence.

Those topics were:

UNIT 1 : Personal Activities

UNIT 2 : Taking Message from a Telephone Call

UNIT 3 : CV and Application Letter

UNIT 4 : Business Letters


55

UNIT 5 : Past Events and Future Plans

UNIT 6 : Social Letters

UNIT 7 : Procedure

UNIT 8 : Making Short Messages

There were four sections for each unit. Those sections were Warming Up,

Let’s Read, Language Focus, and What Have You Learnt Today? The

explanation for each section was as follows.

1. Warming Up

The first section dealt with the preparation before entering the main

materials. It included some activities which were aimed to let the students used

their background knowledge as the gate to enter the reading materials. The teacher

would ask the students some questions related to the reading text. The teacher

could also use games relating to the reading text as the warming up activity.

2. Let’s Read

The second section dealt with the reading text, comprehension questions,

and also group work activity. The students had to read the given text(s) and

answered questions related to the text. There were also group work activities

which were aimed to facilitate the students to improve their academic and social

skills. By doing tasks given in group, they might improve their reading ability and

build a good relationship with others.

3. Language Focus

The third section dealt with the grammar explanation and its practice. It was

aimed to strengthen the students’ grammar foundation through simple and clear


56

explanation. It also facilitated the students how to use grammar correctly by

giving them exercises.

4. What Have You Learnt Today?

The fourth section dealt with the students’ reflection on the whole learning

processes. By writing down their reflection, they might learn from their mistakes

and improve their performance to gain better achievement. The teacher could

control his/her students’ feeling, academic improvement, or what they like/dislike

to learn by reading his/her students’ reflection. Through reflection, it was hoped

that both teacher and students might improve themselves for the better

achievement.

The designed materials also reflected four out of seven principles of Task-

Based Learning proposed by Nunan (2004: 35-38). Those are:

1. Scaffolding

The designed materials provided framework for the students. The framework

would help them to achieve the goals of the course.

2. Task Dependency

The tasks in the designed materials were related each other and started from easy

to difficult.

3. Active Learning

The designed materials required students to be active in learning processes by

using language to communicate with their friends while completing the tasks.


57

4. Reflection

In the last part of each unit, what have you learnt today?, the students were

given opportunity to reflect on what they have learnt during the course.

In summary, the designed materials had some strengths, such as creative,

well-developed, and interesting. The results of the post-design survey results

showed the mean ranged from 3.8 up to 4.6. It meant that the designed materials

were suitable and acceptable for the eleventh grade students of SMK YPKK 3

Sleman. The final version of the designed materials was presented in Appendix J.


CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter reveals two main points. The first part is conclusions, in which

the writer draws the conclusions of the study. In this part, the writer also answers

two questions in problem formulation. The second part is suggestions. In the

second part, the writer gives suggestions to the English teachers and other

researchers.

A. Conclusions

The study was to design instructional reading materials for the eleventh

grade students of SMK YPKK 3 Sleman. The materials were designed in order to

enhance the students’ reading ability. The writer also formulated two problems.

Those problems were (1) How are Task-Based instructional reading materials for

SMK YPKK 3 Sleman designed? and (2) What do Task-Based instructional

reading materials for SMK YPKK 3 Sleman look like?

In the study, the writer employed Research and Development (R & D)

method. R & D consisted of ten steps, meanwhile the writer only employed step 1

up to step 5. Those steps were (1) conducting research and collecting information,

(2) planning, (3) developing preliminary form of product, (4) conducting

preliminary field-testing, and (5) revising main product.

To answer the first question, the writer adapted instructional design model

from Kemp’s (1977) and Taba’s (1962). The writer combined these two models to

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59

design the materials because the combination revealed a clear and complete step

in designing the materials. Those steps were (1) conducting needs survey, (2)

specifying goals, topics, and general purposes, (3) formulating objectives, (4)

selecting and organizing contents, (5) selecting learning activities and resources,

(6) designing materials, (7) evaluating materials, and (8) revising materials.

Moreover, the instructional design model applied in the study was the real steps of

R & D method employed by the writer.

To answer the second question, the writer presented the final version of the

designed materials as follows.

UNIT 1 : M y Daily Activities

UNIT 2 : May I Take a Message?

UNIT 3 : Applying for a Job

UNIT 4 : Business Letters

UNIT 5 : Let’s Go Sightseeing…!

UNIT 6 : Social Letters

UNIT 7 : The First Step Is…

UNIT 8 : Our Products

Each unit was divided into four sections, namely Warming Up, Let’s Read,

Language Focus, and What Have You Learnt Today? Warming Up included

activities which aimed to activate the students’ background knowledge. By doing

so, it would be easier for the students to come into the reading. There were several

activities to do in Let’s Read, such as reading the text, doing reading

comprehension and vocabulary quiz, also doing tasks in-group. Language Focus


60

provided detailed grammatical explanation for the students. Grammar exercises

were also provided for the students to practice their grammar mastery. In the last

part, What Have You Learnt Today?, the students were to write down their

reflection. It was hoped that by noting down their reflection, the students were

able to learn from their mistakes to gain better achievement. Moreover, the

materials were designed based on Task-Based Learning framework, namely pre-

task, task cycle, and language focus.

Evaluation was also conducted in the study by distributing the

questionnaires to respondents. The respondents gave positive responses by stating

that the materials were interesting, creative, and well-developed. The data from

the questionnaire were analyzed using central tendency. The results showed that

the mean ranged from 3.8 up to 4.6. It showed that the materials were appropriate

for the eleventh grade students of SMK YPKK 3 Sleman.

The materials also had advantages. First, the materials facilitated the

students to enhance their reading ability. It was because the materials consisted of

not only reading comprehension but also strategies to deal with reading texts.

Second, the materials helped the students to prepare themselves to face National

Examination. The materials contained kinds of texts commonly appearing in

National Examination and could be used in preparing the students to face National

Examination.


61

B. Suggestions

The writer has some suggestions for English teachers of Vocational High

School and their students, especially for English teachers and the students of SMK

YPKK 3 Sleman. The writer also provides suggestions for future researchers who

are interested in conducting research of similar topic.

1. Suggestions for English Teachers

It is hoped that English teachers understand and comprehend Task-Based

Learning since the materials are designed based on the Task-Based Learning

framework. It would be better if the teachers gave a clear description of Task-

Based Learning to the students. It will be easier for the students to participate in

the teaching-learning process when they had already understood what to do.

Teachers should create interesting learning activities so the students will be eager

to learn. The writer also suggests adding more reading texts, which were relevant

to the topic. Therefore, the teachers may add more exercises in language focus if

necessary.

2. Suggestions for Students

The students are expected to participate actively in the teaching-learning

processes since Task-Based Learning required learners to be active in every

activity. They should be proactive by asking what they do not know and sharing

their experiences. It would be better if they prepare themselves by reading the

materials before the class.


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3. Suggestions for Future Researchers

The writer also has some suggestions for future researchers. First, future

researchers should improve the materials by adjusting the contents or topics in

accordance with the recent issues to make the students more motivated to learn.

Second, it would be better if future researchers use more games related to the

topics, make use of useful media and create comfortable atmosphere to support

teaching learning process. Since the designed materials are not implemented yet,

future researchers may use and adjust them to the ability and needs of the

students.


REFERENCES

Anderson, N. 2003. Teaching Reading. In David Nunan (Ed.). Practical English Language Teaching (Firsst Edition). New York: McGraw Hill.

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum

Satuan Tingkat Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.

Borg, W.R. and Gall, M. D. 1983. Educational Research: An Introduction (Fourth

Edition). London: Longman. Brown, H. D. 2004. Language Assessment: Principles and Classroom Techniques.

New York: Pearson Education Inc. Gagne, R. M. and Briggs, L. J. 1979. Principles of Instructional Design. New

York: Holt, Rinehart and Winston. Kemp, J. E. 1977. Instructional Design. California: Fearon Pitman Publishers,

Inc. Larsen–Freeman, D. 2000. Techniques and Principles in Language Teaching.

Oxford: Oxford University Press. Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge

University Press. Taba, H. 1962. Curriculum Development: Theory and Practice. New York:

Harcourt Brace Jovanovich, Inc. Wallace, C. 1992. Reading. Oxford: Oxford University Press.

Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University.

Willis, J. 1996. A Framework for Task-Based Learning. Essex: Pearson Education

Limited.

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64


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Surat Ijin Penelitian


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Appendix A: Surat Ijin Penelitian


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68

Surat Keterangan


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Appendix B: Surat Keterangan


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The Questionnaire for the Students


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Appendix C: The Questionnaire for the Students

Kuesioner Kelas :

awablah pertanyaan-pertanyaan berikut ini dengan memberi tanda silang (X)

. Menurut Anda, apakah keterampilan membaca penting dalam menunjang

ting

2. mengalami kesulitan dalam pelajaran membaca?

3. menghambat Anda dalam pelajaran membaca?

n

…….

4. am pelajaran membaca?

5. ng membuat Anda merasa bosan dalam pelajaran membaca?

narik

b. Bacaan terlalu panjang

J

pada jawaban yang telah Anda pilih.

1

penguasaan Bahasa Inggris Anda?

a. Biasa saja

b. Penting

c. Sangat pen

Apakah Anda sering

a. Jarang

b. Kadang-kadang

c. Sering

Faktor apa yang kira-kira

(boleh menjawab lebih dari satu)

a. Keterbatasan kosakata

b. Keterbatasan pemahaman tata bahasa

c. Kesulitan menemukan ide pokok bacaa

d. Faktor lain (sebutkan)……………………

Sejauh mana tingkat kebosanan yang Anda alami dal

a. Tinggi

b. Sedang

c. Rendah

Faktor apa ya

(boleh menjawab lebih dari satu)

a. Topik bacaan tidak me


72

c. Tidak mengerti isi bacaan

d. Faktor lain (sebutkan)………………………….

6. gaimana an dalam bahasa Inggris?

sulit

……..

7. ri mana biasa diberikan oleh guru

aran

ain (sebutkan)………………..

8. tahui teknik-teknik dalam membaca, seperti skimming,

ka jawaban tidak, lanjutkan menjawab nomor 10)

9. m memahami bacaan

10. Jika tidak, teknik apa yang biasa Anda gunakan saat memahami bacaan bahasa

aca per paragraf

..

11. lasan dari guru tentang isi bacaan, metode belajar

elajaran membaca?

Ba cara Anda memahami baca

a. Membaca seluruh bacaan baru mencari kata-kata

b. Membaca sambil mencari kata-kata sulit

c. Mencari kata-kata sulit baru membaca

d. Cara lain (sebutkan)………………………

Da sumber bacaan bahasa Inggris yang

bahasa Inggris Anda?

a. Koran

b. Majalah

c. Jurnal

d. Buku pelaj

e. Sumber l

Apakah Anda menge

scanning ?

a. Ya (jika jawaban ya, lanjutkan menjawab nomor 9)

b. Tidak (ji

Jika ya, apakah teknik tersebut cukup membantu dala

bahasa Inggris?

a. Ya

b. Tidak

Inggris?

a. Membaca bacaan keseluruhan

b. Memb

c. Teknik lain (sebutkan)…………

Selain mendengarkan penje

apa yang menurut Anda efektif dalam p

a. Pemberian tugas yang berhubungan dengan bacaan

b. Presentasi


73

c. Menerjemahkan bacaan

d. Kerja kelompok

12. memberikan tugas yang berhubungan dengan

n membaca?

kan menjawab nomor 14)

13. mbantu Anda dalam

………….

14. t Anda dapat membantu Anda dalam pelajaran

m satu)

)………………

15. nda gemari? Pilihlah delapan topik yang Anda

is (business)

a (biografi)

en ess letters)

( ) prosedur (procedure)

( ) fakta-fakta (facts)

t)

…

ma Kas

Apakah guru Anda sering

bacaan dalam pelajara

a. Ya (jika jawaban ya, lanjutkan menjawab nomor 13)

b. Tidak (jika jawaban tidak, lanjut

Sampai sejauh mana tugas yang diberikan guru Anda me

pelajaran membaca? (boleh menjawab lebih dari satu)

a. Mengerti isi bacaan

b. Menambah kosakata

c. Lainnya (sebutkan)…

Metode apa yang menuru

me baca? (boleh menjawab lebih sari

a. Pemberian tugas yang berhubungan dengan bacaan

b. Penjelasan dari guru

c. Menerjemahkan bacaan

d. Metode lain (sebutkan

Topik/tema bacaan apa yang A

sukai! ( ) berita terkini (news)

( ) bisn

( ) biografi orang ternam

( ) surat-m yurat (busin

( ) teknologi (technology)

( ) memahami dokumen (documents)

( ) diagram (charts)

( ) hobby (interes

( ) lainnya (sebutkan)…

Teri ih!


74

The Interview Checklist


75

Appendix D: The Interview Checklist

1. How many contact hours does the school have for the reading class in one

semester?

2. In your opinion, is that enough to teach reading in one semester? Why?

3. In general, what is the reading ability of the students of all classes that you

teach?

4. What is your students’ response toward reading class?

5. What are the problems that your students face in reading class?

6. In your opinion, what is the solution if your students have some problems in

reading class?

7. What do you usually do to prevent students’ boredom in reading class?

8. What kinds of activities do you use in reading class?

9. Are those activities effective? Why?

10. What do you usually use as the source of reading materials?

11. In your opinion, are the students interested in the topic ? Why?

12. Instead of asking, what do you usually do in order to check your students’

understanding on the passage given? In your opinion, is that method effective?

13. What kinds of tasks have you used in reading class?

14. We can give tasks to the students in order to help to learn something. In your

opinion, is that effective?

15. Do you also give tasks to your students in reading class? Is that effective to

help them understand the passage given?


76

General Description


77

Appendix E: General Description

GENERAL DESCRIPTION

The title of the study is “TASK-BASED INSTRUCTIONAL READING

MATERIALS FOR SMK YPKK 3 SLEMAN.” The focus of the study is to

design learning materials for the eleventh grade students of SMK YPKK 3 Sleman

to enhance their reading skills. The materials are designed based on School-Based

Curriculum used in the school and adjusted to the needs of the eleventh grade

students of SMK YPKK 3 Sleman. Moreover, suggestions from the English

teachers of SMK YPKK 3 Sleman are also used in designing the materials.

Through the study, it is hoped that the materials could help the students to

improve their reading skills to support themselves to gain success in National

Examination.

A. BACKGROUND

Both Senior High School and Vocational School students are required to be

able to use English both written and spoken. In the last grade of their study, they

will face National Examination. In order to pass National Examination especially

English subject, the students have to master listening, reading, and grammar.

Reading is considered the most important skill because to understand all of the

National Examination questions the students need to have good reading ability.

Gaining good reading ability is not that easy. It needs time, high motivation from

both teachers and students, and supporting materials. The main reason for

designing the materials is that there is a need for the students of SMK YPKK 3


78

Sleman to enhance their reading ability. The unavailability of reading materials in

SMK YPKK 3 Sleman also becomes another reason for designing the reading

materials.

B. OBJECTIVES

The objective of designing the materials is to improve the reading ability of

the eleventh grade students of SMK YPKK 3 Sleman. The materials are also

designed to meet the needs of eleventh grade students of SMK YPKK 3 Sleman in

order to improve their reading ability. Furthermore, the materials introduce the

text forms in National Examination and also kinds and forms of English business

letters to the students so the students will be ready to face their National

Examination.

C. CONTENTS

The materials consist of eight units. Each unit consists of four parts, namely

Warming Up, Let’s Read, Language Focus and What Have You Learnt

Today? Warming Up consists of preparation before entering the main material.

In this section, the students activate their background knowledge. Let’s Read is

the main material, which consists of reading text, Reading Comprehension,

Vocabulary Quiz, and Group Work. In Reading Comprehension, which aims

to measure the students’ understanding of the text, the students have to answers

questions related to the text. By matching English words with their meaning in

Vocabulary Quiz, the teacher may gain information on the students’ vocabulary


79

mastery related to the text. The last part is Group Work, which facilitates the

students to show their ability to work in a team in order to do the given tasks

related to the text. In Language Focus, which is divided into two parts, namely

Analysis and Practice, the students learn grammar that can be found in the text

deeply. Practicing to use the grammar will support their grammar mastery in each

unit. In the last part of the material, What Have You Learnt Today? , the

students have to reflect on what they have learnt. From the students’ reflection, it

is hoped that they can learn from their mistakes in order to improve their learning

achievement.


80

The Questionnaire for the Teachers and Lecturers


81

Appendix F : The Questionnaire for the Teachers and Lecturers Respondent’s Identity Educational background: D3/ S1/ S2/ S3 Teaching experiences: ……… years.

A QUESTIONNAIRE

This questionnaire is intended to gather respondents’ evaluation and

feedback on Task-Based instructional reading materials for SMK YPKK 3

Sleman. Both evaluation and feedback from the respondents are valuable for

revising and improving the materials.

As respondents, you are asked to choose one of the options given, by

crossing the number, whose function is to indicate your point of agreement as

follows:

1 = If the respondent strongly disagrees with the statement

2 = If the respondent disagrees with the statement

3 = If the respondent is undecided or doubtful

4 = If the respondent agrees with the statement

5 = If the respondent strongly agrees with the statement


82

No Respondents’ Opinions on Point of Agreement

1. The indicators are well formulated. 1 2 3 4 5

2. The indicators are considered able to support

the achievement of the learning outcomes.

1 2 3 4 5

3. The pre-reading activities are well developed. 1 2 3 4 5

4. The while-reading activities are well

developed.

1 2 3 4 5

5. The post-reading activities are well

developed.

1 2 3 4 5

6. The exercises in each unit are well elaborated. 1 2 3 4 5

7. The exercises can facilitate the students to

understand the topic being discussed.

1 2 3 4 5

8. The instructions are clear. 1 2 3 4 5

9. The instructions are understandable. 1 2 3 4 5

10. The materials are well arranged. 1 2 3 4 5

11. The time allocations are sufficient.

12. The contents are well elaborated. 1 2 3 4 5

13. The topics given in the materials are

appropriate for the eleventh grade students of

Vocational High School.

1 2 3 4 5

14. The contents given in the materials are

appropriate for the eleventh grade students of

Vocational High School.

1 2 3 4 5

15. The materials are well elaborated.


83

Respondent’s Opinions and Suggestions

1. What are your opinions on the designed materials?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. What are the strengths and weaknesses of the materials?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


84

3. What do you suggest to improve the materials?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Thank you very much


85

The Results of the Pre-design Survey

Questionnaire


86

Appendix G: The Results of the Pre-design Survey Questionnaire No Questions Responses Number of

Respondents Percentage

A. not really important - - B. important 31 44

1. In your opinion, is reading skill important in supporting your English mastery? C. very important 39 56

A. seldom 4 5.8 B. sometimes 41 58.5

2. How often do you find any difficulties in reading class?

C. very often 25 35.7 A. lack of vocabulary 26 32.1 B. lack of grammar

understanding 38 46.9

C. difficulties in finding main idea

9 11.2

3. What are the obstacles in reading class?

D. others: 8 9.8 A. high 5 7.1 B. medium 55 78.6

4. How interesting is reading class?

C. low 10 14.3 A. uninteresting topics 15 19.7 B. too long passage 23 30.2 C. unable to understand

passage 34 44.8

5. What are the factors that make you feel bored in reading class?

D. others: - difficulties in finding the

main idea - so many difficult words

4 5.3

A. read whole passage then find difficult words

41 58.6

B. read and find difficult words at the same time

22 31.4

C. find difficult words and then read

4 5.7

6. How do you understand English passage?

D. others: - translate the passage into

Indonesia - read and translate the passage

at the same time - translate the whole passage

3 4.3

A. newspaper - - B. magazine 1 1.5 C. journal - - D. textbook 69 98.5

7. What are the sources of English passage given by your teacher?

E. others: - - A. yes 33 47.2 8. Do you know reading

techniques, such as skimming and scanning?

B. no 37 52.8

A. yes 29 87.8 9. Do the techniques help you in understanding English passage?

B. no 4 12.2

10. What kinds of technique do A. reading the whole passage 10 27


87

B. reading paragraphs one by one

14 37.8 you usually use in understanding English passage? C. others 13 35.2

A. tasks related to the passage 28 40 B. presentation 7 10 C. translate the passage 20 28.6

11. Besides listening to the tacher’s explanation, what method do you think is effective in reading class? D. group work 15 21.4

A. yes 68 97.1 12. Does your teacher often give you tasks related to the passage?

B. no 2 2.9

A. understanding the passage 30 34.5 B. enrich vocabulary 47 54

13. How far do the tasks given help you in reading class?

C. others 10 11.5 A. tasks related to the passage 3 50 B. teacher’s explanation 1 16.7 C. translating the passage 2 33.3

14. What method do you think can help you in reading class?

D. others - - A. news 64 91.4 B. business 49 70 C. biography 45 64.3 D. business letters 47 67.1 E. technology 62 88.5 F. documents 18 25.7 G. procedure 20 28.5 H. facts 58 82.8 I. charts 16 22.8 J. interest 70 100

15. What topics do you like? Please choose eight favorite topics that you like.

K. others: - nature - adventure - sports - entertainment - famous place

40 57.1


88

The Syllabus


Appendix H: The Syllabus

SCHOOL : SMK YPKK 3 Depok, Sleman, Yogyakarta SUBJECT : ENGLISH CLASS/SEMESTER : XI / 1 COMPETENCE STANDARD : To communicate in English in Elementary Level TIME ALLOCATION : 21 meeting hours X 40 minutes

TIME ALLOCATION BASIC COMPETENCE

LEARNING MATERIALS

LEARNING ACTIVITIES INDICATORS ASSESSMENT MINUTES MEETING

HOURS

SOURCES

2.1 Understanding simple daily conversations both on professional and personal contexts with non-native speakers.

• Dialogue on personal activities.

• Grammar Focus: Present Simple and Pressent Progressive.

Pre-reading: • The students answer warming-up questions.

While-reading: • The students read the dialogue on personal activities.

• The students do the reading comprehension and vocabulary quiz.

• The students form groups of three and write down their daily activities based on the dialogue.

Post-reading: • The students read the grammatical explanation on present simple and present progressive.

• The students do some exercises on present simple and present

The students are able to:

• Answer questions related to the reading about personal activities.

• Write down daily activities.

• Apply the correct form of present simple and present progressive in sentence level.

• Written Tests:

- Doing the reading comprehension and vocabulary quiz.

- Writing their

daily activities.

- Doing some exercises on present simple and present progressive.

5’

10’

20’

10’

15’

10’

2 • http://esl-lab.com/schedule/schedsc1.htm

• http://www.wwu.edu/depts/tutorialcenter/studyskills/SQ5R.htm

• English Grammar in Use

89


progressive. • The students write down their reflection.

10’ 2.2 Writing down simple messages in direct interaction or writing device.

• Dialogue on taking message from a telephone call.

• Useful expressions on taking message from a telephone call.

• Grammar Focus: Neither and Either.


While-reading: • The students read the dialogue.

• The students answer questions related to the dialogue and do vocabulary quiz.

• The students form groups of three and write down messages from the previous dialogue.

• The students make dialogue on taking message from a telephone call.

• The students perform the dialogue in front of the class.

Post-reading: • The students read the grammatical

The studentsare able to:

• Answer questions related to the reading about taking message from a telephone call.

• Write down simple message.

• Make a dialogue on taking message from a telephone call.

• Perform the dialogue.

• Apply the correct form

• Written Tests:


- Writing a message.

- Making a

dialogue.

• Role Play: - Performing the dialogue in front of the class.

• Written Test: - Doing some

i

5’

15’

20’

10’

15’

20’

20’

3 • http://esl-lab.com/tc1/tc1.htm

• http://esl-lab.com/tc1/tcsc1.htm

• English for the Office.


90


explanation on neither and either.

• The students do the exercise on neither and either.

• The students write down their reflection.

of neither and either in sentence level.

exercises on neither and either.

10’

5’ 2.3 Listing the job and educational background they have both orally and in written.

• Application Letter and Curriculum Vitae.

• Grammar Focus: Causative.

Pre-reading: • The students answer the warming-up questions.

While-reading: • The students read the text given.


• The students form groups of four and write their own application letter and CV.

• The students check their friends’ work.

Post-reading: • The students read the grammatical explanation on causative.

• The students do the exercise on causative.



• Answer questions related to the reading about application letter and CV.

• Write an application letter and Curriculum Vitae.

• Apply the correct form of causative in sentence level.

• Written Tests:

-- Doing the reading comprehension and vocabulary quiz.

- Writing an application letter and CV.

- Doing some exercises on causative.

5’

15’

25’

30’

10’

15’

10’

10’

3 • htpp://www.libraryonline.com/default.asp?pID=46

• English Business Letters

• Kompas • English

Grammar in Use • http://www.engin

eers-international.com/careersletters.html

• Ujian Nasional Bahasa Inggris SMK/SMEA tahun 2006/2007

91


• Form and parts of business letters.

• Grammar Focus: Preferences.


While-reading: • The students read a business letter.


• The students form groups of four and analyze each part of a business letter.

• The students present the results in front of the class.

Post-reading: • The students read the grammatical explanation on preferences.

• The students do the exercise on preferences.



• Answer questions related to the reading about business letter.

• Identify each part of a business letter.

• Apply the correct form of preferences in sentence level.

• Written Tests:


- Analyzing each part of a business letters.

• Presentation

• Written Test: - Doing some

exercises on preferences.

5’

10’

10’

15’

15’

10’

10’

5’

2

2.4 Talking about their past job and their future plan.

• Text about past event and future plan.

• Grammar Focus: Past tense and future tense.


While-reading: • The students read a text about past event and future plan.

• The students do the


• Answer questions related to the reading about

• Written Tests:


10’

20’

30’

3 • The Jakarta Post Weekender Magazine

• http://www.yogyes.com/en/yogyakarta-tourism-object/places-of-interest/tamansa

92


reading comprehension and vocabulary quiz.

• The students form groups of four and write down the specific information.

Post-reading: • The students read the grammatical explanation on past tense and future tense.

• The students do the exercise on past tense and future tense.


past event.

• Write down the specific information.

• Apply the correct form of past tense and future tense in sentence level.

- Writing the specific information.

- Doing some exercises on past tense and future tense.

15’

15’

20’

10’

ri/ • http://www.travel

-library.com/holi days/asia/indonesia/yogyakarta/

• Effective Reading


2.5 Expressing various personal expressions.

• Kinds of social letters: apology, condolences, congratulations, and thank you.

• Grammar Focus:

Conditional Sentence.


While-reading: • The students read social letters.


• The students form groups of three and do the tasks given.

Post-reading: • The students read the grammatical


• Answer questions related to the reading about social letters.

• Write social letters correctly.

• Apply the correct form

• Written Tests:


- Writing social letters: birthday invitation, bread&butter, and apologize letter.

- Doing some exercises on

di i l

5’

10’

20’

20’

10’

2 • Letter Writing: For Social and Business Correspon

dence • http://www.librar

yonline.com/default.asp?pID=47


93


explanation on conditional sentence.

• The students do the exercise on conditional sentence.


of conditional sentence in sentence level.

conditional sentence.

10’

5’

2.6 Understanding simple instructions.

• A passage about describing process.

• Transitions to describe process: first, second…

• Grammar Focus: Passive Voice.


• The students play a game: Instruction Quiz.

While-reading: • The students read a passage about describing process.


• The students form groups of three and write down the procedure to do or to make something.

Post-reading: • The students read the grammatical explanation on passive voice.

• The students do the exercise on passive voice.



• Answer questions related to the reading about describing process.

• Describe a process correctly.

• Apply the correct form of passive voice in sentence level.

• Written Tests:


- Writing a procedure to do or to make something correctly.

- Doing some exercises on passive voice.

5’

10’

15’

20’

15’

25’

25’

5’

3 • http://www.admc.hct.ac.ae/HD1/english/writing/wtgprocess16.htm


• English in Progress

94


2.7 Making short messages, instruction, or list with certain vocabulary.

• Brochure and advertisement.

• Explanation on main idea.

• Grammar Focus: Relative Clause.


While-reading: • The stusdents read the passage about brochure and advertisement.


• The students form a group of three and write the main idea of each paragraph.

• The students make their own brochure or advertisement.

Post-reading: • The students read the grammatical explanation on relative clause.

• The students do the exercise on relative clause.


The studentsare able to:

• Answer questions related to the reading about brochure and advertise-ment.

• Write the main idea of paragraph.

• Make a brochure or advertisement.

• Apply the correct form of relative clause in sentence level.

• Written Tests:


- Writing the main idea.

- Making a brochure or advertisement.

- Doing some exercises on relative clause.

5’

15’

20’

10’

20’

20’

20’

10’

3 • MSI brochure • English • English

Grammar in Use • Ujian Nasional

Bahasa Inggris SMK/SMEA tahun 2006/2007

95


96

Silabus


Appendix I: Silabus

SCHOOL : SMK YPKK 3 Depok, Sleman, Yogyakarta SUBJECT : BAHASA INGGRIS CLASS/SEMESTER : XI / 1 COMPETENCE STANDARD : Berkomunikasi dengan Bahasa Inggris setara Level Elementary TIME ALLOCATION : 21 jam pertemuan X 40 menit

ALOKASI WAKTU KOMPETENSI DASAR

MATERI PEMBELAJARAN

KEGIATAN PEMBELAJARAN

INDIKATOR

PENILAIANMENIT JAM

PERTEMUAN

SUMBER BELAJAR

2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

• Dialog tentang kegiatan sehari-hari.

• Grammar Focus: Simple Present dan Present Progressive.

Pre-reading: • Siswa menjawab pertanyaan warming-up.

While-reading: • Siswa membaca dialog tentang kegiatan sehari-hari seseorang.

• Siswa mengerjakan reading comprehension dan vocabulary quiz.

• Siswa membentuk kelompok beranggotakan tiga orang dan menulis kegiatan mereka sehari-hari .

Post-reading: • Siswa membaca penjelasan tentang simple present dan present progressive.

Siswa mampu:

• Menjawab pertanyaan dari bacaan tentang kegiatan sehari-hari.

• Menulis kegiatan sehari-hari.

• Mengguna kan bentuk simple present dan

• Tes Tertulis:

- Mengerjakan reading comprehension dan vocabulary quiz.

- Menulis kegiatan sehari-hari mereka.

- Mengerjakan latihan tentang simple present dan present

i

5’

10’

20’

10’

15’

2 • http://esl-lab.com/schedule/schedsc1.htm

• http://www.wwu.edu/depts/tutorialcenter/studyskills/ SQ5R.htm


97


• Siswa mengerjakan latihan tentang simple present dan present progressive.

• Siswa menuliskan refleksi.

present progressive. pada level kalimat dengan tepat.

progressive.

10’

10’ 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat,

• Dialog tentang taking message from a telephone call.

• Ekspresi dalam taking message from a telephone call.

• Grammar Focus: Neither and Either.


While-reading: • Siswa membaca dialog tentang taking message from a telephone call.


• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan pesan berdasarkan dialog sebelumnya.

• Siswa membuat dialog tentang taking message from a telephone call.

Siswa mampu:

• Menjawab pertanyaan dari bacaan tentang taking message from a telephone call.

• Menuliskan pesan singkat.

• Membuat dialog tentang taking message from a telephone

• Tes Tertulis:


- Menuliskan pesan.

- Membuat dialog.

• Role Play: - Menampilkan

5’

15’

20’

10’

15’

20’

3 • http://esl-lab.com/tc1/tc1.htm

• http://esl-lab.com/tc1/tcsc1.htm

• English for the Office.


98


• Siswa menampilkan dialog mereka di depan kelas.

Post-reading: • Siswa membaca penjelasan tentang neither and either.

• Siswa mengerjakan latihan tentang neither and either.


call.

• Menampilkan dialog.

• Mengguna kan bentuk neither and either pada level kalimat dengan tepat.

dialog di depan kelas.

• Tes Tertulis: - Mengerjakan

latihan tentang neither and either.

20’

10’

5’

99


2.3 Merinci pekerjaan dan latar belakang pendidikan yang dimilikinya secara lisan dan tulisan.

• Surat Lamaran Pekerjaan dan Daftar Riwayat Hidup.

• Grammar Focus: Causative.


While-reading: • Siswa membaca teks.


• Siswa membentuk kelompok beranggotakan empat orang lalu menulis surat lamaran pekerjaan dan daftar riwayat hidup mereka masing-masing.

• Siswa memeriksa hasil kerja teman satu kelompoknya.

Post-reading: • Siswa membaca penjelasan tentang causative.

• Siswa mengerjakan latihan tentang causative.


Siswa mampu:

• Menjawab pertanyaan dari bacaan tentang surat lamaran pekerjaan dan daftar riwayat hidup.

• Menulis surat lamaran pekerjaan dan daftar riwayat hidup.

• Mengguna kan bentuk causative pada level kalimat dengan tepat.

• Tes Tertulis:


- Menulis surat lamaran pekerjaan dan daftar riwayat hidup.

- Mengerjakan latihan tentang

causative.

5’

15’

25’

30’

10’

15’

10’

10’

3 • htpp://www.libraryonline.com/default.asp?pID=46

• English Business Letters


• http://www.engineers-international.com/careersletters.html

• Ujian Nasional Bahasa Inggris SMK/SMEA tahun 2006/2007

100


• Bentuk dan bagian dari business letters.

• Grammar Focus: Preferences.


While-reading: • Siswa membaca business letter.


• Siswa membentuk kelompok beranggotakan empat orang dan menganalisis bagian-bagian dari business letter.

• Siswa mempresentasikan hasilnya di depan kelas.

Post-reading: • Siswa membaca penjelasan tentang preferences.

• Siswa mengerjakan latihan tentang preferences.


Siswa mampu:

• Menjawab pertanyaan dari bacaan tentang business letter.

• Mengidentifi kasi bagian-bagian dari business letter.

• Mengguna kan bentuk preferences pada level kalimat dengan tepat.

• Tes Tertulis:


- Menganalisis bagian-bagian dari business letter.

• Presentasi

• Tes Tertulis: - Mengerjakan

latihan tentang preferences.

5’

10’

10’

15’

15’

10’

10’

5’

2

2.4 Menceritakan pekerjaan di masa lalu dan

• Teks tentang past event and future plan.

• Grammar Focus:


Siswa mampu: • Tes Tertulis:

10’

3 • The Jakarta Post Weekender Magazine

• http://www.yogy

101


rencana yang akan datang.

Past tense and future tense.

While-reading: • Siswa membaca teks tentang past event and future plan.


• Siswa membentuk kelompok beranggotakan empat orang dan menuliskan specific information dari teks.

Post-reading: • Siswa membaca penjelasan tentang past tense and future tense.

• Siswa mengerjakan latihan tentang past tense and future tense.


• Menjawab pertanyaan dari bacaan tentang past event and future plan.

• Menuliskan specific information.

• Mengguna kan bentuk past tense and future tensepada level kalimat dengan tepat.


- Menuliskan specific information.

- Mengerjakan latihan tentang

past tense and future tense.

20’

30’

15’

15’

20’

10’

es.com/en/yogyakarta-tourism-object/places-of-interest/tamansari/

• Effective Reading


2.5 Mengungkap kan berbagai macam maksud hati.

• Jenis-jenis social letters: apology, condolences, congratulations, and thank you.

• Grammar Focus: Conditional Sentence.


While-reading: • Siswa membaca social letters.

• Siswa mengerjakan reading comprehension dan

Siswa mampu:

• Menjawab pertanyaan dari bacaan tentang social letters.

• Tes Tertulis:


5’

10’

20’

2 • Letter Writing: For Social and Business Correspondence

• http://www.libraryonline.com/default.asp?pID=47


102


vocabulary quiz. • Siswa membentuk kelompok beranggotakan tiga orang dan mengerjakan tugas yang diberikan.

Post-reading: • Siswa membaca penjelasan tentang conditional sentence.

• Siswa mengerjakan latihan tentang conditional sentence.


• Menulis social letters dengan tepat.

• Mengguna kan bentuk conditional sentence pada level kalimat dengan tepat.

- Menulis social letters: birthday invitation, bread&butter, and apologize letter.

- Mengerjakan latihan tentang conditional sentence.

20’

10’

10’

5’

2.6 Memahami instruksi-instruksi sederhana.

• Teks tentang describing process.

• Kata hubung dalam menceritakan proses: first, second…

• Grammar Focus: Passive Voice.


• Siswa bermain game: Instruction Quiz.

While-reading: • Siswa membaca teks tentang describing process.


• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan proses

Siswa mampu:

• Menjawab pertanyaan dari bacaan yang menceritakan proses.

• Menceritakan proses dengan tepat.

• Tes tertulis:


- Menulis prosedur untuk melakukan atau membuat sesuatu.

5’

10’

15’

20’

15’

3 • http://www.admc.hct.ac.ae/HD1/english/writing/wtgprocess16.htm


• English in Progress

103


untuk melakukan atau membuat sesuatu.

Post-reading: • Siswa membaca penjelasan tentang passive voice.

• Siswa mengerjakan latihan tentang passive voice.


• Mengguna kan bentuk passive voice pada level kalimat dengan tepat.

- Mengerjakan latihan tentang passive voice.

25’

25’

5’

104


2.7 Membuat pesan-pesan pendek, petunjuk dan daftar dengan pilihan kata, ejaan dan tata tulis yang berterima.

• Brosur dan iklan. • Penjelasan tentang ide pokok.

• Grammar Focus: Relative Clause.


While-reading: • Siswa membaca teks.


• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan ide pokok dari masing-masing paragrap.

• Siswa membuat brosur atau iklan.

Post-reading: • Siswa membaca penjelasan tentang relative clause.

• Siswa mengerjakan latihan tentang relative clause.


Siswa mampu:

• Menjawab pertanyaan dari brosur dan iklan.

• Menuliskan ide pokok paragrap.

• Membuat brosur atau iklan.

• Mengguna kan bentuk relative clause pada pada level kalimat dengan tepat.

• Tes Tertulis:


- Menuliskan ide pokok paragrap.

- Membuat brosur atau iklan.

- Mengerjakan latihan tentang relative clause.

5’

15’

20’

10’

20’

20’

20’

10’

3 • MSI brochure • English • English

Grammar in Use • Ujian Nasional

Bahasa Inggris SMK/SMEA tahun 2006/2007

105


The Designed Materials


PREFACE Teacher’s book is specifically designed to be used with Reading Materials

for SMK YPKK 3 Sleman – Student’s Book. Teacher’s Book provides brief

and clear explanation on how to use the Student’s Book and steps to be

done by the teacher in each unit. It consists of explanation for the teacher,

key to the exercises and games.

Explanation on each unit gives a clear description on how the teaching

learning activities should be conducted and what the teacher should do.

Thing to be emphasized here is that the teacher plays role as a facilitator

since reading does not always depend on the teacher’s explanation. It

means that the students do not merely listen to the teacher’s explanation.

The teacher only gives instructions and explains when the students need

the teacher’s assistance, except in Language Focus. In Language Focus,

the teacher should clarify the grammatical explanation to minimize the

students’ confusion. Moreover, the teacher should also monitor the

students’ activities so that the teaching learning process will run well.

The reading materials use Task-Based Learning (TBL), in which the

students are really involved in the teaching learning process. In TBL, the

students learn mostly by doing the tasks both individually and in group. By

doing the tasks in group, the students may improve their academic

achievement and social skill.

1


UNIT 1: What Do You Usually Do?

A. WARMING UP The teacher asks about the students’ daily activities. The teacher may walk

around the class and ask questions to some of the students. Then, the teacher

asks the students to talk about their daily activities in pairs.

B. LET’S READ The teacher asks the students to read the dialogue. After that, the teacher

asks the students to do the reading comprehension and vocabulary quiz. For the

next activity, the teacher and the students discuss the answer together. Then, the

teacher asks the students to form groups of three and write down their own daily

activities. The dialogue on page 1 of Student’s Book gives clear example on how

to describe the daily activities. Before the students do the task, the teacher

should remind them to read the explanation on SQ5R Method on page 2 of

Student’s Book. By doing so, the students may attain information on how to deal

with a text and what should they do with the text.

C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on

simple present and present progressive on page 3 of Student’s Book. The

teacher has to explain it briefly in order to make the students understand. After

that, the teacher asks the students to do some exercises on simple present and present progressive. The exercises can be found on page 4 of Students’ Book.

D. WHAT HAVE YOU LEARNT TODAY? This is the last activity in this unit. The teacher asks the students to write

down their reflection in the provided space on page 4 of Student’s Book.

UNIT 2: MAY I TAKE A MESSAGE?

A. WARMING UP The teacher asks the questions in Warming-Up section to the students.

The aim of asking questions is to activate the students’ background knowledge.

By asking questions orally, the teacher can also measure the students’ speaking

ability.

2


B. LET’S READ The teacher asks the students to read the dialogue. The teacher asks the

students to do the reading comprehension and vocabulary quiz after the students

reading the dialogue. Then, the teacher and the students discuss the answers

together. After checking the students’ answers, the teacher asks the students to

form groups of three and read useful expressions in taking message from a

tellephone call on page 6 of Student’s Book. The next activity is to ask the

students to make a dialogue on taking message from a tellephone call. The

students are required to perform the dialogue in front of the class after they finish

making the dialogue.


neither and either on page 7 of Student’s Book. The teacher’s explanation is

needed to make the students understand and avoid the students’ confussion.

After that, the teacher asks the students to do some exercises on neither and either. The exercises can be found on page 8 of Student’s Book.

D. WHAT HAVE YOU LEARNT TODAY? The teacher asks the students to write down their reflection in the provided

space on page 8 of Student’s Book. The students have to write all that they have

learnt. By reflecting what they have learnt, it is hoped that the students may learn

from their mistakes in order to improve their achievement.

UNIT 3: APPLYING FOR A JOB


The activity functions as preparation for the students to go through the reading

text.

B. LET’S READ The teacher asks the students to read an application letter and curriculum

vitae. In order to check the students’ understanding, the teacher asks the

students to do the reading comprehension and vocabulary quiz. Then, the

teacher and the students discuss the answers together. After that, the teacher

asks the students to form groups of four and write their own application letter and

3


CV based on the provided job vacancy. After writing the application letter and CV,

the students exchange their work with their group members and check their

friend’s work. The application letter and CV are submitted to the teacher.


causative on page 12 of Student’s Book. The teacher has to explain it briefly after

the students read the explanation to minimize the students’ confussion. After that,

the teacher asks the students to do the exercises on causative.



UNIT 4: BUSINESS LETTERS

A. WARMING UP To activate the students’ background knowledge, the teacher asks the

questions in Warming-Up section to the students. Then, the teacher asks the

students to write parts of a formal letter in the provided space on page 14 of

Student’s Book. After that, the students and the teacher discuss the answers

together.

B. LET’S READ The teacher asks the students to read the given passage. The teacher

asks the students to do the reading comprehension and vocabulary quiz after

reading the text. It is also important to have a discussion on the tasks having

been done by the students. By discussing the tasks together, the students will

know the right answers while the teacher has the opportunity to measure his/her

students’ ability. The last task in this section is to analyze a business letter. The

teacher asks the students to form groups of four and read the explanation on

parts of business letters on page 15 of Student’s Book. After that, the teacher

asks the students to analyze each part of a business letter. The students are

invited to present their work in front of the class after analyzing parts of a

business letter.

4



preferences on page 16 of Student’s Book. A brief explanation from the teacher

will really help the students to understand the material. After that, the teacher

asks the students to do the exercises on preferences.

D. WHAT HAVE YOU LEARNT TODAY? As the last activity in this unit, the teacher asks the students to write down

their reflection. The form of reflection is provided on page 17 of Student’s Book.

UNIT 5: LET’S GO SIGHTSEEING...…!

A. WARMING UP As the preparation before the students come into the reading text, the

teacher asks the questions in Warming-Up section to them. After that, the teacher

asks the students to write tourism resorts in their city in the provided space.

B. LET’S READ The teacher asks the students to read the reading text. After that, the

students have to do the reading comprehension and vocabulary quiz. Then, the

teacher and the students discuss the answers together. The teacher asks the

students to read the explanation on scanning and skimming and do the tasks.

Both the explanation and tasks can be found on page 19 of Student’s Book.

C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on past

tense and future tense on page 20 of Student’s Book. Then, the teacher

explains the material briefly to make the students understand. After that, the

teacher asks the students to do the exercises on relative past tense and future tense.

D. WHAT HAVE YOU LEARNT TODAY? The teacher asks the students to write down their reflection in the provided

space on page 22 of Student’s Book. In this section, the students have to write all

that they have learnt.

5


UNIT 6: SOCIAL LETTERS

A. WARMING UP In order to activate the students’ background knowledge, the teacher asks

the questions in Warming-Up section to the students. This activity also aims to

prepare the students before they come in to the reading text.

B. LET’S READ The teacher asks the students to read two examples of social letters. Then,

the teacher asks the students to do the reading comprehension and vocabulary

quiz after they read the business letters. The teacher and the students discuss

the answers together. After that, the teacher asks the students to form groups of

three and read the explanation on structuring letters on page 24 of Student’s

Book. Their next task is to write three letters according to the situation on page

25 of Student’s Book. The students have 20 minutes to do the task. The students

submit their work after they finish doing the task.


conditional sentence on page 26 of Student’s Book. The teacher has to explain

it briefly after the students finish reading the explanation to make the students

understand. After that, the teacher asks the students to do the exercises on

conditional sentence.



UNIT 7: THE FIRST STEP IS ...…

A. WARMING UP The teacher asks the questions in Warming-Up section to the students

orally. Then, the teacher asks the students to form groups of four and play

Instruction Quiz. Each group will be given a set of cards. They have to arrange it

to be a good instruction to make something. The winner is the group that finishes

first and has correct arrangement.

6


B. LET’S READ The teacher asks the students to read the text. After the students read the

text, the teacher asks the students to do the reading comprehension and

vocabulary quiz. Then, the teacher and the students discuss the answers

together. The teacher asks the students to form groups of three and read the

explanation on procedure on page 29 of Student’s Book. The students have to

write the procedure to do or to make something. The teacher should remind the

students to write the procedure creatively because their work will be displayed in

school wall magazine.


passive voice on page 30 of Student’s Book. A brief explanation from the

teacher will help the students to understand the material. Then, the teacher asks

the students to do the exercises on passive voice.

D. WHAT HAVE YOU LEARNT TODAY? As the last activity in this unit, the teacher asks the students to write down

their reflection. The form of reflection is provided on page 31 of Student’s Book.

UNIT 8: OUR PRODUCTS


This activity aims to activate the students’ background knowledge. By doing so, it

is hoped that the students are able to understand the reading text easily.

B. LET’S READ The teacher asks the students to read the text. The teacher asks the

students to do the reading comprehension and vocabulary quiz after they finish

reading the business letters. After that, the teacher and the students discuss the

answers together. The teacher asks the students to form groups of three and

read the explanation on main idea on page 33 of Student’s Book. Then, the

students have to write the main idea of each paragraph of the text. The students

submit their work after they finish doing it.

7



relative clause on page 34 of Student’s Book. The teacher explains the material

briefly in order to make the students understand. After that, the teacher asks the

students to do the exercises on relative clause on page 35 of Student’s Book.


down their reflection in the provided space on page 36 of Student’s Book. The

students have to write what they have learnt.

8


KEY TO THE EXERCISES UNIT 1 Reading Comprehension 1. He is an Accountant. 2. He usually gets up around 5 a.m., takes a bath, has breakfast, and leaves

home at 6.40 a.m. because he has to catch his bus at 7. 3. He writes his book. Yes, he likes it very much. 4. Angel’s jobs are typing all important letters, arranging her boss’ schedule, and

accompanying her boss to have some meetings with clients. 5. Yes, she likes it. Because in line 18 she said “That’s my entire job and I like

it.” 6. No, she does not. In line 21 and 22 she said “I like reading novels from

Agatha Christie, Tolkien, but I really love Rowling.” It can be concluded that Angel likes fiction novel because Christie, Tolkien, and Rowling are fiction novel writer.

Vocabulary Quiz 1. H 2. G 3. A

4. B 5. F 6. D

7. C 8. E

Language Focus 1. speaks 2. is waiting 3. flows

4. is flowing 5. am starting 6. always leave

7. is staying, always stays

8. is looking, is staying. UNIT 2 Reading Comprehension 1. Because she is not in the office at that time. 2. She will be back around 4:30. 3. The caller wants the secretary to send information about after-sales service. 4. The secretary should send the material around 3:30. 5. The caller’s name is Jack Kordell. 6. The caller’s telephone number is 560-1287. 7. The caller’s fax number is 560-1288. Vocabulary Quiz 1. F 2. D

3. A 4. E

5. C 6. B

Language Focus 1. neither 2. neither 3. either

4. neither 5. either 6. neither

7. neither 8. either

9


UNIT 3 Reading Comprehension 1. It is an administrative assistant. 2. The applicant hopes that she will be interviewed. 3. The applicant knows the job vacancy from Republika. 4. The job vacancy was issued on March 30, 2007. 5. Her previous job was an assistant to the chief accountant at Galaxy Building. 6. She graduated from Senior High School in 2002. 7. The strengths of the applicants are highly motivated person, able to work in

group, fast learner, easy to adapt, creative, and able to operate computer. 8. She ever worked as part-time administration staff of Toko Buku Indah,

Jakarta and assistant of chief accountant of Galaxy Building, Jakarta. Vocabulary Quiz 1. E 2. G 3. C

4. I 5. A 6. H

7. B 8. D 9. F

Language Focus 1. to lend 2. to paint 3. cut

4. to clean 5. repair

UNIT 4 Reading Comprehension 1. Garden & Jones Limited deals with Home & Overseas Merchant. 2. They know Oliver and Co.Ltd. from their trade connection in Bolton. 3. Oliver and Co. Ltd deals with Petrou & Galitopoulos AE of Athens. 4. They want Oliver and Co. Ltd to sent price lists, catalogue, details discounts

and terms of payment. Vocabulary Quiz 1. D 2. E 3. A

4. B 5. C

10


Group Work GARDEN & JONES LIMITED Home & Overseas Merchants Upper Bridge Street (1) LEEDS 2 Telephone: Leeds 978653

JAS/DS (2) 13 July 1978 (3) Oliver Green and Co. Ltd.

Notes 1 : the heading 2 : the reference 3 : the date 4 : the inside address 5 : the salutation 6 : the body 7 : the complementary close8 : the signature

25 King Edward VII St. (4) MANCHESTER M24 5BD Dear Sirs (5) We understand from several of our trade connections in Bolton that you are the British agents for Petrou and Galitopoulos AE of Athens. Will you please send us price-lists and catalogues for all products manufactured by this company, (6) together with details of trade discounts and terms of payment. We look forward to hearing from you. Yours faithfully, (7) GARDEN & JONES LTD. J.A. Stevens (8) J.A. Stevens Chief Buyer Language Focus Practice 1 1. I prefer driving to traveling by train. or …………. travelling to driving.

I like driving/to drive better than travelling/to travel by train. 2. I prefer tennis to football. or …. football to tennis.

I like tennis better than football. 3. I prefer phoning people to writing letters. or …. writing letters to phoning

people. I like phoning people/to phone people better writing letters/to write letters.

4. I prefer going to the cinema to watching films on TV. or …. watching films on TV to going to the cinema. I like going/to go to the cinema better than watching/to watch films on TV.

Practice 2 1. I’d prefer getting a taxi to walking alone. 2. I’d rather go for swim than play tennis. 3. I’d rather wait a few minutes than leave now. 4. I’d prefer eating at home to going to a restaurant.

11


UNIT 5 Reading Comprehension 1. Taman Sari was built in 1758. 2. Taman Sari functioned as bathing pools for the Sultan and Royal Families at

that time. 3. Yes, it does. Because there are many visitors who visit Taman Sari. 4. Baron Beach is located about 60 kms to the southeast of Yogyakarta. 5. Baron Beach offered a great panorama view over the steep coast to the east. 6. Sumur Gemuling was a hidden mosque. 7. The beach forms a bay which protrudes between two green coral ridges. Vocabulary Quiz 1. H 2. G 3. I 4. J

5. C 6. A 7. F 8. E

9. B 10. D

Group Work 1. Taman Sari is bathing pools for the Sultan and Royal Families. 2. Taman Sari was built in 1758. 3. Baron Beach is a beautiful and quiet beach in Yogyakarta which offers a

great panorama view over the steep coast to the east. 4. Baron Beach is located about 60 kms to the southeast of Yogyakarta. Language Focus Practice 1 1. had known 2. had been traveling 3. had gone 4. had been running 5. had had

Practice 2 1. I will get 2. I am going to sit 3. you’ll find 4. I’m not going to apply 5. you’ll wake

UNIT 6 Reading Comprehension 1. Because he did not answer the letter sooner. 2. Because he has been away on a trip and just returned today. 3. It is an invitation. 4. It is a Hallowen costume party. 5. It took place on Monday, October 31, 1988. 6. They promised surprises, fun costumes, and good food. Vocabulary Quiz 1. F 2. D 3. H

4. C 5. A 6. G

7. B 8. E

Language Focus 1. will bake 2. have

3. had 4. had

5. was, would visit

12


UNIT 7 Reading Comprehension 1. The ingredients are two eggs, salt, pepper, 5 tablespoon oil, one medium

yellow onion, 4 cups cold cooked rice, 3 tablespoon soy sauce, and vegetables.

2. The utensils are wok, knives, stirring spoon, and cutting board. 3. The seasoning are salt, pepper, onion, and soy sauce. 4. The aim of stirring the cooked rice is to separate the individual grains. 5. We can add spring onions. Vocabulary Quiz 1. J 2. D 3. I 4. F

5. H 6. C 7. A 8. G

9. B 10. E

Language Focus Practice 1 1. Claire will be invited to the party by Denis. 2. That annual report is being prepared by Peter. 3. A new idea has been suggested by Hiro. 4. Mother was visited by Micah. 5. Simone had been helped by Niki to bring the box.Practice 2 1. is made 2. were invited 3. was stolen

4. are shown 5. is covered

UNIT 8 Reading Comprehension 1. It is a brochure. 2. MSI PR200 received Red Dot Award 2007 in May 2007. 3. MSI PR200 features the leatest Intel Centrino Duo Mobile Technology. 4. The aim of using Intel Centrino Duo Mobile Technology is to deliver truly

outstanding dual-core performance computing power, great battery life, and expanded wireless conectivity.

5. MSI PR200 equipped with Solid Data Security Protection, wireless functinality, Al Array Microphone, 1.3 mega pixels webcam and DTV receiver.

6. By using those features, MSI PR200 is ready made to fit your life at work and play.

7. It is a new Conda. 8. We can have drive test of a new Conda in Ajax Motors. Vocabulary Quiz 1. I 2. H 3. G 4. J

5. B 6. C 7. E 8. K

9. F 10. D 11. L 12. A

13. N 14.M

13


Group Work Main idea of each paragraph Paragraph 1 : MSI PR200 received awards for superior innovative design the

Product Design Category. Paragraph 2 : The features possessed by MSI PR200. Language Focus Practice 1 1. The man who/that answered the phone told me you were away. 2. The waitress who served us was very impolite and impatient. 3. The building that/which was destroyed in the fire has now been rebuilt. 4. The people who/that were arrested have now been released. 5. The bus that/which goes to the airport runs every half hour. Practice 2 1. whose 2. whose 3. where

4. whose 5. whom

Practice 3 1. Moreover, PR200 features the lastest Intel Centrino Duo Mobile Technonogy,

which uses Intel Core 2 Duo processor and Intel 965GM Express Chipset, to deliver truly outstanding dual-core performance computing power, great battery life, and expanded wireless conectivity.

14


GAMESGAMES NOTES: Cut each picture and put in an envelope. Cutting-up the cards will ease the

students in arranging the instruction. Each envelope should consist of a set of

15


cards of making tea or omelet. Do not put two different set of cards in an

envelope because it will make the students confuse. Give each group a set of

cards and ask then to arrange and complete the instruction in 10 minutes.

SOLUTION Taken from Play Games with English

16


REFERENCES

Anwar, M. F. 2005. English in Progress. Jakarta: Yudhistira.

Azar, B. S. 1989. Understanding and Using English Grammar. New Jersey: Prentice-Hall Regents.

Dardjis, D., S. Fanany and Anwar, A. 2005. English Grade XII. Jakarta: Bumi

Aksara. Davis, R. Copyright @ 1998-2007. Daily Activities. (http://esl-

lab.com/schedule/schedsc1.htm, accessed on November 23, 2007). Davis, R. Copyright @ 1998-2007. Telephone Handling.

(http://esllab.com/tc1/tc1.htm, accessed on November 23, 2007). Departemen Pendidikan Nasional. 2007. Ujian Nasional Bahasa Inggris

SMK/SMEA tahun 2006/2007. Jakarta: Balitbang Depdiknas.

Fransisca, S. 2007. An Overlooked Bathing Beauty. The Jakarta Post Weekender Magazine. July 2007.

Granger, C. 1980. Play Games with English. Oxford: Heinemann International. Hornby, A. S. 2000. Oxford Advanced Learner’s Dictionary. Oxford: Oxford

University Press. King, F.W. and Ann Cree, D. 1979. English Business Letters (new edition). Essex:

Longman Group UK Limited. Library Online Inc. Copyright @ 2000 – 2007. Structuring Letters.

(http://www.libra ryonline.com/default.asp?pID=46, accessed on August 25, 2007).

Longman. 2004. Dictionary of Contemporary English (international edition).

Essex: Pearson Education Limited. Malkoc, A. M. 1994. Letter Writing: For Social and Business Correspondence

(Indonesian Version). Jakarta: PT. Gramedia. Mikulecky, B. S. 1990. A Short Course in Teaching Reading. New York:

Addison-Wesley Publising Company. Moore, B. 1979. English For the Office. London: The Macmillan Press Ltd.

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MSI. 2007. MSI brochure. Jakarta: MSI. Murphy, R. 1985. English Grammar in Use (second edition). Cambridge:

Cambridge University Press. Murphy, R. 1997. Essential Grammar in Use. Cambridge: Cambridge University

Press. Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge

University Press. Parkinson, R. ______ . Yangchow Fried Rice,

(http://chinesefood.about.com/od/ricefried/r/yangchowrice.htm, accessed on November 30, 2007).

Parkinson, R. ______ . Yangchow Fried Rice,

(http://chinesefood.about.com/od/ricefried/ss/fried_rice_2.htm = pics, accessed on November 30, 2007).

PHP-Nuke. Copyright @ 2002. Writing Job Application Letters.

(http://www.engineers-international.com/carreersletters.html, accessed on November 23, 2007).

Raygor, A. L. & Raygor, R. D. 1985. Effective Reading. New York: McGraw-Hill

Book Company. Thomson, A. J. & Martinet, A. V. 1986. A Practical English Grammar. Oxford:

Oxford University Press. Yogyes. Copyright @ 2003 - 2008. Taman Sari.

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